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Montessori Curriculum

Montessori THE

FOUNDATION

Infants - Age 12

Scope & Sequence

Revised and Updated 2012 ...

... a practical tool to help manage curriculum planning, implementation, and recording in the Montessori classroom from birth to age 12

The Montessori Foundation

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 800-655-5843 • 941-729-9565 • www.montessori.org Copyright 2012 (All rights reserved.)


Curriculum Scope & Sequence

Montessori THE

FOUNDATION

Getting a Quick Start

Getting a Quick Start .... The Montessori Foundation’s Scope and Sequence was revised to facilitate use with software designed to track the progress of students in our lab school - New Gate Montessori in Sarasota, Florida. New Gate uses MontessoriCompass™. The format of the Scope and Sequence is such that it can be easily adapted for incorporation into a number of other software systems. We assume that any school using our Scope and Sequence will modify and add to the original content to make our curriculum better fit that school. Our Curriculum Scope and Sequence guide continues to be revised, and we would welcome your feedback and suggestions. The new expanded and updated Montessori Curriculum Scope and Sequence from infant through 12 years old (grade 6 in the US) includes all development levels from birth to age 12 (US grade 6). The curriculum areas currently included are: Practical Life Skills; Sensorial; Language Arts; Mathematics and Geometry; Geography; History; Science; Cosmic Studies; and Visual Arts. Using this Scope and Sequence document, you will be able to find all the lessons and their elements within the different discipline areas of the document and plan your integrated thematic study very easily. It will give you a vast number of ideas that you may not have encountered in your training and will make the life of the educator a little easier. If you are a public charter school, you might be interested in obtaining the curriculum aligned with the Common Core Curriculum (USA). This will become available when all the Common Core standards are published, which is expected by the end of the school year of 2012-2013.

The Meaning of the Dots We have used dots to indicate at which ages lessons are generally presented; please note, that this is very child-dependent, but can be used as a guideline for the educator. As a Montessori educational experience is child-centered, introduction of lessons will

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Getting a Quick Start . 2

be dependent on the developmental readiness of the child. The dots are also used to represent that a lesson may be used with many ages of students, but that the followup or the presentation would be representative of the developmental level of the child. The colors of the dots do not have any symbolic meaning; they are merely used to assist in making the age suggestions more discernible. The pattern of green, blue, and red, repeating is taken from the color code used in Montessori math to represent the units, tens, hundreds, and units of one thousand columns. The colors simply make it somewhat easier to recognize at what age/grade level we anticipate that a lesson will be taught. The Code A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by-year curriculum as is found in most schools. Instead, students progress at their own pace.

What is included? The Montessori Foundation’s Curriculum Scope and Sequence is comprised of a comprehensive set of files, which clearly set out the lessons for all subject areas and age groups, organized according to: n n n n

Curriculum Area (subject or discipline) Strand Material or Lesson Curriculum Element.

Each entry has a recommended age range during which the element is normally introduced, practiced, and mastered. The material is provided in a number of formats to accommodate a variety of possible uses within the school.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Getting a Quick Start . 3

n A stand-alone FileMaker™ database containing the entire curriculum that offers a convenient way to search for a specific record or set of records, and various layouts designed for different audiences of parents and teachers. (You do not need to own FileMaker™ to run a free standing FileMaker™ file.) This will allow you to easily modify the curriculum to suit your school’s specific requirements. n A set of individual Excel™ files for each curriculum area. Again, the files will allow for your own modifications. n Individual Adobe Acrobat™ files showing each area of the curriculum. This format offers a comprehensive overview of the entire curriculum and is intended for schools to give to teachers, outside accrediting organizations, government agencies, and parents. We provide Acrobat™ files that are designed to show the Scope and Sequence for teachers and administrators, along with another set designed to show the curriculum to parents. All three formats include the same content formatted for different uses. The Scope and Sequence can be used in conjunction with online record-keeping software such as MontessoriCompass™.

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The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Curriculum

Montessori THE

FOUNDATION

Introduction

The Value of The Montessori Foundation’s Scope and Sequence© The Montessori Foundation Curriculum Scope and Sequence is a practical tool to help manage curriculum planning, implementation, and recording in the Montessori classroom from birth to age 12. The first version was developed during the years from 1968 through 1996, when The Montessori Foundation first made it available to Montessori schools. From our interaction with hundreds of Montessori schools, as consultants and teacher trainers for over more than thirty years, we have discovered that many Montessori schools do not have (or follow) a clear curriculum policy, nor do they have a formal curriculum Scope and Sequence guide. Administrators often indicate that their teachers’ albums serve as their guides. In today’s world, it is increasingly important to have a formal written guide to serve as a common frame of reference for each classroom, especially from one age level to the next. While our Montessori lesson albums are invaluable tools, they are not what is truly meant by curriculum guides, nor do they provide a coherent Scope and Sequence that is clearly understood by everyone, particularly those without formal Montessori training. The Montessori Foundation’s Scope and Sequence© is the result of many years of painstaking analysis of the Montessori tradition to evaluate the age ranges at which we believe Montessori children should commonly reach major milestones and develop a language that is performance oriented and understood by traditional educators. The Montessori Foundation’s Curriculum Scope and Sequence© guide is continually being revised, and we would welcome your feedback. In time, your faculty will propose improvements or modifications to make the curriculum fit your school.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 2

The Montessori Foundation’s Revised 2012 Scope and Sequence© The revised version of the Montessori Foundation’s Curriculum Scope and Sequence© is the result of many years of painstaking analysis of the Montessori tradition to evaluate the age ranges at which we believe Montessori children should commonly reach major milestones and develop a language that is performance oriented and understood by traditional educators. The Montessori Foundation’s Curriculum Scope and Sequence© was revised to facilitate use with student progress-tracking software, such as Montessori Records Xpress™, MontessoriCompass™, MontAlign™, and other products that continue to be developed. Our lab school, The New Gate School in Sarasota, Florida uses MontessoriCompass™. The format of the Scope and Sequence is such that it can be easily adapted for incorporation into a number of other software systems. Our expanded and updated Montessori Curriculum Scope and Sequence© includes all development levels from birth to age 12 (US grade 6). The curriculum areas currently included are: ■ Practical Life Skills ■ Sensorial ■ Language Arts ■ Mathematics and Geometry ■ Geography ■ History ■ Science ■ Cosmic Studies ■ and Visual Art We are currently working on preparing additional units of Early Childhood through Age 12 Montessori Curriculum in several areas*, which include: ■ ■ ■ ■ ■ ■ ■

Economic Education; Civics and Government; Invention, Industry, and Technology; Movement and Physical Education; Music; The Study of a Second Language; and Peace Education

*Schools that purchase a licence to use the Montessori Foundation’s revised Curriculum Scope and Sequence© will receive files with the Scope and Sequence in the additional areas as they become available. Over the next year, we plan to continue to develop Curriculum Scope and Sequence for Montessori Secondary Programs - Ages 12 to 18. They will be released as each level is completed.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 3

Alignment to State Curricula and the US National Common Core Curriculum For US Montessori schools, we already have the Math and Language Common Core standards aligned to Montessori lessons and activities; however, this does not make use of our updated Scope and Sequence. We are currently in the process of aligning our revised Scope and Sequence to the Common Core Curriculum for Math and Language, and once the rest of the Common Core standards have been written, we will align to those as well. We can also prepare an alignment of state standards to the updated Montessori Curriculum Scope and Sequence©, along with the alignment to the Common Core Standards as needed. Licensing and Copyright The PDF files can be printed for use in parent curriculum summaries or uploaded to your school’s website. The Montessori Foundation’s Curriculum Scope and Sequence© is copyrighted and licensed to schools to duplicate and modify for the use of their administrators, teachers, and parents. Copies of the curriculum in any form may not be given or sold to anyone outside the purchasing school’s community. The Montessori Curriculum The word ‘curriculum’ is used to mean a number of different things. In popular usage, it denotes no more than a set of topics that are studied at a school or university, along with their content. When seen in this way, a large range of issues are omitted which are critical to achieving clarity and consistency within a school. While this introduction cannot explore the topic in great detail, it is important to note that the Scope and Sequence, along with the lesson plans, observation, recording systems, assessment principles, and reporting methods that support it, are all components of a total, educational, curriculum. Although Maria Montessori had a complex vision of curriculum, she never compiled a single, comprehensive, practical curriculum statement that would be recognised as such in today’s educational context. There was a good reason for this — she intended that the teacher be responsive to the developmental and individual needs of each child, rather than slavishly follow a syllabus of work. The Montessori teacher is expected to understand both the developmental needs and abilities of the children in her care, as well as a broad range of content, along with the methodology necessary to present the appropriate ma-

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 4

terials or lessons to the children. The exact content was intended to be organic, flexible and adaptable to local conditions. While this “expansive” approach is the ideal of Montessori education, it fails to satisfy parents and officials who require a more clearly defined outline of what the school expects children to learn in a defined time. Montessori programs are designed to prepare children, not only for university but also for life. Our perspective on children’s learning and the role of educators is quite different from conventional education. Three key ideas are central to this approach: 1. It is not the adult who shapes the child; it is the child who, through his experiences, creates an adult human being, 2. Teaching is not something that one can do to another; we can only support the natural process of learning. 3. There is a clear connection between one’s sense of self, of being fully alive and open to new ideas and experiences, and the ability to learn. Recognizing this, we engage in a process that leads not to complacent students, who are good at cramming for tests, but rather to the development of self-actualized ‘renaissance’ men and women. In Montessori, children learn how to learn and see school as a center of an enjoyable lifelong experience. They acquire the values and intellectual skills that enable them to go on to college and then successful careers. They see this as a natural extension of their Montessori experience. As Montessori teachers, principals, teacher trainers, and consultants, we know this. In an age of accountability, however, Montessori schools need effective ways of communicating their educational plan and demonstrating individual student progress to parents (and possibly local or state officials).

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 5

The Montessori Foundation’s Approach to Curriculum For some time, we have been struggling to find an appropriate balance between our objective of cultivating the child’s spontaneous interest in learning and the expectations of parents and society. Traditionally, schools have been perceived as the transmitters of culture from one generation to the next through a formal curriculum. While we acknowledge that this is an important part of our mission, Montessori schools are equally committed to the development of responsible members of the human family and to the protection of the child’s fragile spark of curiosity and creativity. Most children know far more about the world before they start school then they will show a few years later, when they have learned to be passive learners who no longer trust their senses, intellect, and imagination. Therefore, our greatest task is to help our students to maintain their ability to think, intuit, and discover; to develop a sense of independence, sequence, and order; to learn how to learn. At the same time, as independent schools, or publicly funded schools of choice, parents come to us seeking quality programs and services. Their highest priorities are academic excellence and character development. Most parents expect their children to be well prepared for college or university. They are also looking for a school experience that will offer something special, something that will make the school experience intellectually exciting and develop a wide range of talents and interests in their children. Schools find it difficult to document the delivery of these services in a way that allows parents to evaluate what they are getting. Parents expect to be kept abreast of the programs that address these goals as well as their children’s progress.

Three Streams of Curriculum We see the Montessori Curriculum as three streams that come together in a great confluence of learning: 1. The first stream involves the mastery of fundamental skills and basic core knowledge. This is a school’s basic expectations for what will be introduced, worked on, reviewed, and targeted for mastery by 85-90 percent of all students at each age or grade level.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 6

As we know, Montessori Curriculum evolved out of the European tradition. It offers a rigorous course of study. Elementary and Secondary Montessori students explore the realm of mathematics, science and technology, the world of myth, great literature, history, world geography, civics, economics, anthropology, and the basic organization of human societies. Their studies cover the basics found in traditional curriculum, such as the memorization of math facts, spelling lessons, and the study of vocabulary, grammar, sentence analysis, creative and expository writing, and library research skills. Sometimes, because Montessori places so much emphasis on cultivating children's sense of curiosity and wonder, parents may get the impression that students can simply do whatever they wish, avoiding subjects that they dislike. This is certainly not the case in a well-run Montessori class. 2. The second stream of Montessori Curriculum involves inspirational lessons and experiences that we organize and present. These are the lessons and experiences that we introduce to our students, but which we do not consider essential for them to master. We hope that we will inspire them and awaken interest, appreciation, and a sense of wonder that will lead them to continue to explore these topics in the years to come. This is what Montessori had in mind when she wrote: “The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core. We do not want complacent pupils, but eager ones. We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind.” We bear witness to the way our students respond to our key lessons and all the many experiences that we arrange, but in this area we do not have any distinct expectation that they must master and retain what we shared. At the Elementary level, Dr. Montessori’s Great Lessons are five key areas of interconnected studies traditionally presented to all Elementary Montessori students in the form of inspiring stories and related experiences and research projects. They include the story of how the world came to be, the development of life on the Earth, the story

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 7

of humankind, the development of language and writing, and the development of mathematics. They are intended to give children a ‘cosmic’ perspective of the Earth and humanity’s place within the cosmos. The lessons, studies, and projects surrounding each of the Great Lessons normally span many months, and the questions that the children pose and their efforts to find the answers to their own questions may continue for many years. And this is only the beginning! 3. The third stream of the Montessori Curriculum is the child’s individually chosen research. Elementary and Secondary Montessori students are encouraged to explore topics that capture their imagination. Most former Montessori students look back on this aspect of the Elementary program with particular fondness. Yet another way of looking at Montessori is to consider some additional principles of our work: ■ We want to engage children’s interest. ■ We want children to discover the power of their own intellect. ■ We want children to see that they are not simply doing assignments to make their parents and teachers happy, but that their lives, ideas, and interests have merit in their own right, not only in the judgment of others. In the first stream of our program, we teach what must be taught, whether required by law or contemporary cultural expectations, doing so in as engaging a way as possible, providing experiences and apparatus that illustrate ideas concretely, in order to make information easy to understand and see in context. In the second stream of our program, we consciously seek to design curricula and experiences meant to awaken interest and inspire a sense of wonder, rather than simply to give children yet more facts on which they will be tested (and, yes, everything in this second stream is part of our culture, and people who grasp it are even that much more culturally literate). The key in the metaphor of the second stream of learning is that children are not held accountable—at least not at this age level, when we present it as part of the second stream—for mastering this knowledge. We are trying to light a spark! In the third stream of our work, we are simply remembering that learning does not stem only from teachers, textbooks, or even Montessori materials. It is nice to design new lessons and card sets, timelines, or apparatus, but in the third stream, something is occurring that comes from within the child herself, not from us! The process is delicate; the spark easily extinguished.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 8

The point of the metaphor within the third stream is to underscore for Montessori educators the absolute importance of making lots of room for this to occur when it does occur naturally.

Structure of The Montessori Foundation’s Revised Scope and Sequence Curriculum© This updated version of The Montessori Foundation’s Scope and Sequence© has been designed so that the educator can look at how the sequence of lessons is generally ordered within any given level from Early Childhood through the Upper Elementary years. It is, thus, possible to see the vast number of lessons and the elements that span these levels of the Montessori programs. Conventional schools plan learning for the entire classroom group. Content is organized into grade levels. While all good teachers individualize as much as they can by creating sub-groups of children within their classroom, there is a clearly defined set of skills and knowledge that children are expected to achieve before advancing from one grade level to the next. In this way of thinking about schooling, the curriculum can be thought of as a stairway up which children climb from kindergarten through high school graduation in a clearly defined time. The Montessori Curriculum is organized as an inclined spiral plane of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, with given topics considered only once at a given grade level. In Montessori, concepts are introduced simply and concretely in the early years and elaborated upon over the years at increasing degrees of abstraction and complexity.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 9

Even though the Montessori Curriculum is highly integrated in the classroom, we have chosen to organize the Scope and Sequence into the familiar subject areas.This is to make it more easily understood by parents and educators who work in conventional schools.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 10

The Infant/Toddler Scope and Sequence is a separate document, indicating that this is a very different plane of development. The Scope of a curriculum is a set of clearly stated learning objectives and activities that the school expects a child to have experienced and achieved by a certain age. The curriculum scope might also be aligned to local, state, and/or national expectations for student performance. The Sequence of a curriculum is the order in which the activities are presented that would support the child in achieving the desired objectives. In conventional schooling, a Scope and Sequence is presented as a clear delineation of what will be taught, together with very specific performance objectives referenced to grade levels. The delivery of these services is difficult to document from the school’s end and, from the parent's end, even more difficult to evaluate. Parents expect to be kept abreast of the programs that address these goals and their children's progress in each program. As a result, we need to carefully maintain this delicate balance. Using the Scope and Sequence At first glance the Scope and Sequence may be overwhelming. The depth and breadth of its coverage do, however, represent something of great value. Parents often express concern that Montessori is not academic enough, or that their children might not get what they need to prepare them adequately for their later years in conventional classrooms. The scope of the Montessori Curriculum when broken out into the various disciplines and underlying learning objectives is, however, very impressive. Hopefully, among other benefits, having copies of the curriculum available for parents to review will help to allay many of their concerns. The delivery of these services is difficult to document from our end, and from the parent’s end, even more difficult to evaluate. Parents expect to be kept abreast of the programs that address these goals,and, their children's progress in each program. As a result, we need to carefully maintain this delicate balance. How to use this document: The Montessori course of study is an integrated thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. Literature, the arts, history, social issues, civics, economics, science and the study of technology all complement one another in

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 11

the Montessori curriculum. This integrated approach is one of Montessori’s great strengths. As an example, when Elementary Montessori students study Africa, they would look at the physical geography, climate, ecology, natural resources, and the ways in which people have adapted to their environment: food, shelter, transportation, clothing, family life, and traditional cultures. They might read African folk tales, study about the great African civilizations, study endangered species, create African masks and traditional instruments, make African block-print tee shirts in art, learn some Swahili, study dance in music, and prepare some typical meals from various African cultures. Guest speakers, performers, and friends of the school help to make a field of study come alive through their memories, talents, and personal experience. Recording Student Progress Many Montessori teachers use a fairly simple check list of Montessori lessons and materials that normally fits on two pages. Commonly, they make notes of student progress by drawing the three legs of a triangle. They draw the first leg when they introduce a lesson; the second leg when they see that the child is working with the material and practicing as he or she works toward comprehension or mastery; and the third leg to complete the triangle when they feel the child has comprehended or mastered the lesson or material. We find that this is inadequate to fully represent the levels of engagement with materials and content, and the subsequent learning experienced by the child. We developed the following assessment scheme in collaboration with many Montessori experts, and we thank them for their insights and contributions. You will notice that the emphasis is placed on the student’s activities and experiences and their participation within their learning journey. We have included it here, as we thought it might be of use to you. 1 Initial Presentation/Lesson Given 2 Initial Exploration ■ Student investigates the newly introduced concept or skill. ■ Teacher observes evidence of early-skill development of concept formation through various means, such as: completion of the work; written expression; verbal expression; artistic; or other expression. ■ Student begins to show focus, concentration, and effort in completing the work or applying the skill.

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Introduction . 12

3 Exploring Skill ■ Student explores the skill to develop proficiency. ■ Teacher observes beginning synthesis of the skill through various means, such as completion of the work, written expression, verbal expression, artistic, or other expression. ■ Student shows a high level of determination, cooperation and effort in applying this skill. 4 Working Towards Proficiency ■ Student applies the skill to develop greater proficiency. ■ Teacher observes ongoing development of skill synthesis through various means, such as: completion of the work; written expression; verbal expression; artistic; or other expression. ■ Student shows determination, cooperation, and effort in applying this skill. 5 High Level of Proficiency ■ Student demonstrates a highly developed level of proficiency in applying skill. ■ Teacher observes the student’s retention and ability to apply the skill through various means: written expression; verbal expression; artistic expression or other expression. ■ Student shows a very high level of determination, cooperation and effort in applying this skill. 6 Very High Level of Proficiency ■ Student expands the level of proficiency through repetition and application of skill. ■ Teacher observes the child’s inner need to return to the skill for refreshment or refinement. ■ Student’s determination and effort remain high.

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The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Infant Curriculum

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Parents come with their children to a short class that normally lasts about ninety minutes, held once or twice a week. Often, there will be a parent-teacher discussion held at another time during the week. Topics always include parent questions and concerns and a weekly topic, such as: sleep, nutrition, home environment, and infant and toddler development. The staffing is commonly one certified Montessori Infant-Toddler teacher with the parents remaining in the room. In this model, parents learn how to observe their child and learn a great deal about child development to be used at home.

Montessori Infant-Care Programs: For those who need all-day care, there are a small, but growing, number of Montessori Infant-Care programs, which normally accept infants aged six weeks to fifteen months of age. These programs are still very rare, but they are slowly beginning to spread. It is especially important in these programs that the lead teacher working with each group of nine infants be certified in Montessori Infant-Toddler education to ensure the quality of the program.

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Parent-Infant Programs: These are primarily programs designed to educate the parents of very young children in child development and the Montessori strategies for helping parents to respond to the needs they observe in their infants. These programs give parents an opportunity to observe their children and, through discussion, learn how they can best respond to their babies’ needs. Normally, parent-infant programs will accept children under eighteen months of age.

With infants, the schedule of the day is dependent on their needs. Each baby has a different schedule for feeding and sleeping. There should be a routine of stability and consistency; babies look for predictability.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Infant Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Motor Development

Curriculum Element

Equilibrium

Lifts head.

Birth - 3-6 3 mo. mo.

Pr

Equilibrium

Infants

Motor Development

Equilibrium

Stretches out and kicks legs.

Infants

Motor Development

Equilibrium

Pushes down with legs when held above a hard surface.

Infants

Motor Development

Equilibrium

Masters control of the head.

Infants

Motor Development

Equilibrium

Rolls over, turning from front to back.

Infants

Motor Development

Equilibrium

Rolls both ways.

Infants

Motor Development

Equilibrium

Scoots along floor using arms and legs to propel body forwards.

Infants

Motor Development

Equilibrium

Sits supported by pillows.

Infants

Motor Development

Equilibrium

Sits, supporting self with hands.

Infants

Motor Development

Equilibrium

Sits without support.

Infants

Motor Development

Equilibrium

Gets to sitting position without assistance.

Infants

Motor Development

Raises head while lying on stomach.

Infants

Motor Development

Equilibrium

Supports upper body with arms while lying on stomach.

9-12 12-18 mo. mo.

ID

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2

3

4

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6

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6-9 mo.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Motor Development

Lesson/Material Equilibrium

Curriculum Element

Birth - 3-6 3 mo. mo.

Gets from sitting to crawling position without assistance.

Pr Infants

Motor Development

Equilibrium

Crawls forward on belly by pulling with arms and pushing with legs.

Infants

Motor Development

Equilibrium

Crawls on hands and knees.

Infants

Motor Development

Equilibrium

Stands with support.

Motor Development

Equilibrium

Pulls body into upright position.

Motor Development

Equilibrium

Walks with assistance.

Equilibrium

Walks on tip-toe, holding onto bar or furniture.

Motor Development

Infants

Motor Development

Equilibrium

Infants

Motor Development

Hand

• •

15

16

17

18

Infants

Motor Development

Hand

Brings hand to mouth; explores hand with mouth.

Infants

Motor Development

Hand

Instinctive prehension evident in grasping adult finger or object offered.

Infants

Motor Development

Hand

Begins to observe own hands.

Infants

Motor Development

Equilibrium

Swipes at objects dangling on mobile or frame.

Stands upright without support.

Opens and closes hands.

19

20

21

22

23

C •

24

25

26

y op

Infants

ID

w

Infants

9-12 12-18 mo. mo.

14

ie

Infants

ev

Infants

6-9 mo.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Motor Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Hand

Purposeful grasping and shaking of objects.

Pr Infants

Motor Development

Hand

Uses whole hand; raking grasp.

Infants

Motor Development

Hand

Intentionally works with hands to manipulate objects.

ev Motor Development

Equilibrium

Reaches with one hand to grasp an object.

Infants

Motor Development

Hand

Transfers objects from hand to hand.

Infants

Motor Development

Hand

Purposefully grasps and releases objects.

Infants

Motor Development

Hand

Controls fingers.

Infants

Motor Development

Hand

Infants

Motor Development

Hand

Infants

Social and Emotional

Attachment

Enjoys bodily contact, such as cuddling.

Infants

Social and Emotional

Attachment

Enjoys being in the company of others.

Infants

Social and Emotional

Attachment

Differentiates between known people and strangers.

Infants

Social and Emotional

Attachment

Displays attachment to primary caregiver or parent.

9-12 12-18 mo. mo.

ID

27

• •

w

ie

Infants

6-9 mo.

• •

28

• •

29

30

31

32

33

Prehension with pincer grip - small objects. Holds large objects with arms.

C

34

35

36

38

39

y op • •

37

Infants

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Social and Emotional

Lesson/Material

Curriculum Element

Attachment

Birth - 3-6 3 mo. mo.

Displays shyness and anxiety around strangers.

Pr Infants

Social and Emotional

Attachment

Cries when parents leave.

Infants

Social and Emotional

Attachment

Shows a preference for certain people and toys.

Infants

Social and Emotional

Attachment

Demonstrates affection.

Social and Emotional

Attachment

Demonstrates empathy.

Social and Emotional

Attachment

Displays separation anxiety.

Self-Awareness & Emotions

Expresses needs and emotions with body and face.

ie

Infants

ev

Infants

6-9 mo.

Social and Emotional

Infants

Social and Emotional

Self-Awareness & Emotions

Indicates enjoyment of social play through laughing and body language.

Infants

Social and Emotional

Self-Awareness & Emotions

Displays an interest in images of self in a mirror.

Infants

Social and Emotional

Self-Awareness & Emotions

Often expresses joy.

Infants

Social and Emotional

Self-Awareness & Emotions

Expresses a range of emotions, including fear, anger, and shyness.

Infants

Social and Emotional

Self-Awareness & Emotions

Recognizes own name.

Infants

Social and Emotional

Self-Awareness & Emotions

Tries to influence the action of others by protesting.

w

Infants

9-12 12-18 mo. mo.

40

41

42

43

44

45

46

• • •

47

• •

48

• •

49

C

50

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Infants

ID

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51

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Social and Emotional

Curriculum Element

Birth - 3-6 3 mo. mo.

Self-Awareness & Emotions

Actively explores environment.

Pr

Social Interactions

Infants

Social and Emotional

Social Interactions

Enjoys play activities and indicates displeasure by crying when game stops.

Infants

Social and Emotional

Social Interactions

Imitates movements and facial expressions of others.

Infants

Social and Emotional

Social Interactions

Develops "social smile" - smiles at a face.

Infants

Social and Emotional

Social Interactions

Imitates sounds, actions, and facial expressions.

Infants

Social and Emotional

Social Interactions

Tests responses of others.

Infants

Social and Emotional

Social Interactions

Imitates gestures.

Infants

Social and Emotional

Social Interactions

Fights for a toy, which another child may be holding.

Infants

Social and Emotional

Social Interactions

Pays attention to and responds differently to different tones of voice.

Infants

Social and Emotional

Social Interactions

Attempts to play with other children.

Infants

Social and Emotional

Social Interactions

Deliberately seeks to maintain interaction with others.

Infants

Social and Emotional

Fixes attention on faces of others.

Infants

Social and Emotional

Social Interactions

Responds with enjoyment to person-toperson contact.

6-9 mo.

9-12 12-18 mo. mo.

ID

53

55

56

57

58

w

ie

ev

• •

54

60

61

62

63

64

65

y op

C

59

Infants

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Social and Emotional

Lesson/Material Auditory

Curriculum Element Follows familiar voices with eyes or head.

Pr Infants

Sensory Development

Auditory

Reacts to different sounds.

Infants

Sensory Development

Auditory

Responds to an adult's singing.

Infants

Auditory

Makes sounds with objects and reacts to the sounds produced.

Sensory Development

Gustatory

Eats food with varying textures.

Sensory Development

Gustatory

Begins to show preferences in the tastes of food.

Olfactory

Displays preference for sweet smells.

ie

Infants

Sensory Development

Sensory Development

Infants

Sensory Development

Tactile

Infants

Sensory Development

Tactile

Infants

Sensory Development

Visual

Displays interest in black and white mobiles.

Infants

Sensory Development

Visual

Follows moving objects with eyes.

Infants

Sensory Development

Visual

Follows moving things with eyes.

Infants

Sensory Development

Visual

Recognizes familiar objects and people.

w

Infants

Displays preference for soft rather than rough textures.

6-9 mo.

9-12 12-18 mo. mo.

ID

66

• •

67

ev

Infants

Birth - 3-6 3 mo. mo.

68

• •

69

• •

70

• •

71

72

73

Explores textures.

C

• •

74

75

77

78

y op •

76

Infants

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Sensory Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Sensory Exploration

Purposefully explores objects in a number of ways using all senses.

Integrated EyeHand and Cognitive Development

Pr

Building Skills and Concepts Using Special Materials

Explores hand-to-hand transfer; purposefully moving objects from one hand to another.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Puts objects into containers and takes them out again.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Object Permanence Box with tray to refine hand-and-finger control, eye-hand coordination, and to construct concept of object permanence.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Object Permanence Box with drawer to refine hand-and fingercontrol, eye-hand coordination, and to construct concept of object permanence.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with Imbucare© Boxes with slot and flip lid to refine wrist movement, eye-hand coordination and to construct the concept of object permanence. (Imbucare© Boxes, Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Explores geometric shapes through inserting objects into cut-out shapes (Imbucare© Boxes with shape-sorter lid) to refine hand-and-finger control, eyehand coordinatio, and to construct the concept of object permanence. (Imbucare© Boxes Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with various Imbucare© Boxes to develop hand-and-finger control, eyehand coordination, and to construct the concept of object permanence. (Imbucare© Boxes Copyright Nienhuis, 2012)

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Hangs knit balls on dowels to develop eye-hand coordination and fine-muscle control and to begin to match colors.

ie

ev

Infants

w

Works with various Imbucare© Boxes to refine hand-and-finger control, eye-hand coordination, and to construct the concept of object permanence. (Imbucare© Boxes, Copyright Nienhuis, 2012)

6-9 mo.

9-12 12-18 mo. mo.

ID

79

80

• •

82

83

84

85

86

y op

C

• •

81

Infants

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87

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Strand

Lesson/Material

Curriculum Element

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination and develop figure-ground concept - singleshape puzzles.

Infants

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on dowels to develop eyehand coordination and various finger grips (Toddler Infilare exercises).

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks and cubes on dowels to develop eye-hand coordination and various finger grips (Toddler Infilare exercises).

Cognitive Development

Object Permanence

Finds a partially hidden object.

Infants

Infants

Birth - 3-6 3 mo. mo.

6-9 mo.

Places large pegs into holes to develop eye-hand coordination and fine-muscle control and begin to sort colors.

ie

ev

Pr

Area

Object Permanence

Purposefully attempts to reach objects that are out of reach.

Object Permanence

Finds hidden objects.

Cognitive Development

Infants

Cognitive Development

Infants

Cognitive Development

Concept Formation

Associates names of objects with images.

Infants

Cognitive Development

Concept Formation

Begins to use objects for their intended purpose.

Infants

Language

Hearing and Understanding

Responds to loud sounds in environment.

Infants

Language

Hearing and Understanding

Calms or smiles in response to human voice.

Infants

Language

Hearing and Understanding

Recognizes voice of parent or primary care-giver.

Infants

Language

Hearing and Understanding

Moves eyes towards direction of a sound.

ID

89

90

91

92

• •

93

• •

94

w

Infants

9-12 12-18 mo. mo.

C •

95

96

97

98

y op

Infants

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99

100

101


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

Infants

Language

Curriculum Element

Birth - 3-6 3 mo. mo.

Hearing and Understanding

Responds to changes in tone of voice.

Pr

Hearing and Understanding

Infants

Language

Hearing and Understanding

Responds with enjoyment to simple word and movement games and fingerplays.

Infants

Language

Hearing and Understanding

Turns head towards direction of a sound.

Infants

Language

Hearing and Understanding

Shows interest when spoken to.

Infants

Language

Hearing and Understanding

Recognizes common household words.

Infants

Language

Hearing and Understanding

Complies with simple requests.

Infants

Language

Speaking

Communicates pleasure through cooing sounds.

Infants

Language

Speaking

Indicates different needs through different cries.

Infants

Language

Speaking

Smiles when seeing a familiar person.

Infants

Language

Speaking

Babbling begins to resemble more mature speech and contains some consonants (p, b, m).

Infants

Language

Speaking

Chuckles and laughs to communicate joy.

Infants

Language

Notices objects that make a sound.

Infants

Language

Hearing and Understanding

Responds (pays attention) to music.

6-9 mo.

9-12 12-18 mo. mo.

ID

102

103

104

w

ie

ev

• •

105

• •

106

• •

107

• •

108

• •

109

111

C

110

y op

112

Infants

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114


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Infants

Language

Lesson/Material

Curriculum Element

Speaking

Birth - 3-6 3 mo. mo.

Vocalizes other emotions, such as excitement and displeasure.

Pr Infants

Language

Speaking

Makes a range of gurgling sounds when playing with someone or when alone.

Infants

Language

Speaking

Babbling includes a range of sounds and gaps which resemble phrases.

Infants

Language

Speaking

Uses sounds to attract and hold attention of others - communication.

Language

Speaking

Uses body language to communicate needs.

Language

Speaking

Imitates a large variety of speech sounds.

Speaking

Has some recognizable words.

ie

Infants

ev

Infants

Language

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Hand

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hand

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with simple puzzles to further develop eye-hand coordination - threeshape puzzles.

9-12 12-18 mo. mo.

ID

115

116

• •

117

• •

118

119

• •

120

121

w

Infants

6-9 mo.

Walks holding onto bar or furniture.

Walks independently.

2

3

4

5

6

y op

C

1

Infant-Toddler

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Strand

Lesson/Material

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different colored disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different sized disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places different sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections.

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

InfantToddler

Cognitive Development

Concept formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

Curriculum Element

Birth - 3-6 3 mo. mo.

w

ie

ev

Pr

Area

9-12 12-18 mo. mo.

ID

7

8

9

10

11

12

13

14

15

16

17

18

19

y op

C

Infant-Toddler

6-9 mo.

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Social and Emotional

Lesson/Material

Curriculum Element

Self-Awareness & Emotions

Birth - 3-6 3 mo. mo.

6-9 mo.

Displays growing awareness of self as separate from others.

Pr InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

ev Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

w

ie

InfantToddler

ID

20

21

22

23

24

25

26

27

28

29

30

31

32

y op

C

Infant-Toddler

9-12 12-18 mo. mo.

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Practical Life

Curriculum Element

Birth - 3-6 3 mo. mo.

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

Pr

Collaboration with adult in activities of daily living

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

InfantToddler

Practical Life

Care of self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of self - Eating

Uses a spoon.

InfantToddler

Practical Life

Care of self - Eating

Drinks from a teaspoon offered by adult.

InfantToddler

Practical Life

Care of self - Eating

Drinks from a cup.

InfantToddler

Practical Life

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

w

ie

ev

9-12 12-18 mo. mo.

ID

33

34

35

36

37

38

39

40

41

42

43

44

45

y op

C

Infant-Toddler

6-9 mo.

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Language

Lesson/Material Hearing and understanding

Curriculum Element

Birth - 3-6 3 mo. mo.

6-9 mo.

Can identify (by pointing) various body parts.

Pr InfantToddler

Language

Hearing and understanding

Can comply with simple requests containing action and object (Fetch the toy, hold my hand).

InfantToddler

Language

Hearing and understanding

Listens with interest to stories and rhymes.

ev Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books.

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

InfantToddler

Language

Speaking

Uses one- or two-word questions.

InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice”; “Mommy go”);

InfantToddler

Language

Speaking

InfantToddler

Motor Development

Equilibrium

InfantToddler

Motor Development

Equilibrium

Walks independently.

InfantToddler

Motor Development

Hand

Uses hands with increasing precision.

InfantToddler

Motor Development

Hands

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hands

Uses hands for purposeful work.

w

ie

InfantToddler

Uses more consonant sounds at the beginning of words and enunciates them more clearly. Walks holding onto bar or furniture.

ID

46

47

48

49

50

51

52

53

• •

54

• •

55

56

57

58

y op

C

9-12 12-18 mo. mo.

Infant-Toddler

Page 14

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Social and Emotional

Curriculum Element

Birth - 3-6 3 mo. mo.

Social Interactions

Engages in solitary or parallel play.

Integrated EyeHand and Cognitive Development

Pr

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination - threeshape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-colored disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-sized disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places different-sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections).

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

InfantToddler

Cognitive Development

Concept Formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

w

ie

ev

InfantToddler

ID

59

• •

60

• •

61

• •

62

63

64

65

66

• • •

67

• • •

68

69

70

71

y op

C

Infant-Toddler

9-12 12-18 mo. mo.

6-9 mo.

Page 15

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Motor Development

Lesson/Material

Curriculum Element

Equilibrium

Birth - 3-6 3 mo. mo.

6-9 mo.

Kicks a ball.

Pr InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

ev Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

w

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InfantToddler

ID

72

73

74

75

76

77

78

79

80

81

82

83

84

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Infant-Toddler

9-12 12-18 mo. mo.

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

Lesson/Material

InfantToddler

Cognitive Development

Curriculum Element

Birth - 3-6 3 mo. mo.

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

Pr

Collaboration with adult in activities of daily living

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

InfantToddler

Practical Life

Care of Self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of Self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of Self - Eating

Uses a spoon.

InfantToddler

Practical Life

Collaborates with adult in dishwashing.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

w

ie

ev

9-12 12-18 mo. mo.

ID

85

86

87

88

89

90

91

92

93

94

95

96

97

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Infant-Toddler

6-9 mo.

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Montessori Foundation Curriculum Scope and Sequence - Infant Programs: Birth to 18 months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Area

Strand

InfantToddler

Practical Life

Lesson/Material

Curriculum Element

Care of Self - Eating

Birth - 3-6 3 mo. mo.

6-9 mo.

Drinks from a teaspoon offered by adult.

Pr InfantToddler

Practical Life

Care of Self - Eating

Drinks from a cup.

InfantToddler

Language

Hearing and Understanding

Can identify various body parts (by pointing).

ev Language

Hearing and Understanding

Can comply with simple requests containing action and object (e.g., “Fetch the toy; Hold my hand”).

InfantToddler

Language

Hearing and Understanding

Listens with interest to stories and rhymes.

InfantToddler

Language

Hearing and Understanding

Can identify objects in pictures and books (by pointing).

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

InfantToddler

Language

Speaking

InfantToddler

Language

Speaking

InfantToddler

Language

Speaking

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InfantToddler

Uses one- or two-word questions.

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Strings words together to communicate more complex ideas (e.g., “More juice; Mommy go”).

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

9-12 12-18 mo. mo.

ID

98

99

100

101

102

103

104

105

106

107

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Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence The Toddler Curriculum

Montessori THE

Pr

FOUNDATION

ev

Toddler Half-Day Programs normally run for two or three hours a day. Full-day programs extend the day to include time for an afternoon nap and more indoor and outdoor activities. They tend to serve families with two working parents.

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Some programs accept toddlers from fifteen months and older, although this lower age range may vary due to local regulations and the school’s decision about how it wishes to organize the program.

Generally, the low end of fifteen months is followed because by that age, most children are fairly mobile and have become very independent.

1.

Arrival, greeting, storing coat and bag, changing shoes, choosing work.

2.

A work period of 11/2 to 2 hours.

3.

Preparation and serving of a snack.

4.

Group singing, finger plays, and movement to music: this is an activity in which toddlers may or may not choose to participate.

6.

Dismissal. It is important that children move out of the toddler program to the next level not according to a simple age criteria but when they are developmentally ready (when they are no longer challenged in the toddler program and are showing signs of being bored). This normally occurs at about two years eight months of age.

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The typical schedule in a half-day toddler class might look something like this:

Outdoor time: running, climbing, swinging, exploring nature, sand and water.

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Most toddler programs will begin with a somewhat older child of eighteen months, or even as old as twenty-four months. These groups will commonly include children up to thirty to thirty-six months of age, at which time children are usually ready to move into a Montessori three-to-six class.

5.

We strongly recommend four- or five-day programs rather than offering two- or three-day options. Why? Because children, in general, and toddlers, in particular, need consistency and routine. Staff Ratio: In a group of ten to twelve toddlers, you would normally have a certified Montessori Infant-Toddler teacher and an assistant. Some states allow a higher adult-to-child ratio. This small class size and low adult-to-child ratio tends to make toddler programs more expensive, but, once again, the quality is well worth the higher cost.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Toddler Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Motor Development

12-18 18-24 mo. mo.

Curriculum Element

Equilibrium

Walks holding onto bar or furniture.

Pr InfantToddler

Motor Development

Equilibrium

Walks independently.

InfantToddler

Motor Development

Hand

Coordinates use of both hands working together.

ev Motor Development

Hand

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with simple puzzles to further develop eye-hand coordination - three-shape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different colored disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Stacks different sized disks on dowels sorting by color to further develop hand control and color- matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Places different sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with bins to develop various wrist movements and object permanence.

InfantToddler

Integrated EyeHand and Cognitive Development

Building skills and concepts using special materials

Works with box with sliding lid to develop wrist movements and object permanence.

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections.

w

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InfantToddler

24-36 mo.

ID

2

3

4

5

6

7

8

9

10

y op

C

1

Infant-Toddler

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11

12

13


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Cognitive Development

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

Pr InfantToddler

Cognitive Development

Concept formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

24-36 mo.

ID

14

15

• •

16

ev Motor Development

Equilibrium

Runs.

• • •

17

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

• • •

18

InfantToddler

Social and Emotional

Attachment

May hit, bite, and fight over a toy.

• •

19

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

• • •

20

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

• •

21

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

• •

22

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

• •

23

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

• • •

24

InfantToddler

Social and Emotional

Social Interactions

Enjoys company of other children.

• • •

25

InfantToddler

Cognitive Development

Sorting and matching

Matches objects to pictures.

• • •

26

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InfantToddler

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Infant-Toddler

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Cognitive Development

12-18 18-24 mo. mo.

Curriculum Element

Sorting and matching

Pairs identical pictures.

24-36 mo.

ID

• • •

27

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

• • •

30

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

• • •

31

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

• • •

32

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

• • •

33

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

• • •

34

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

• • •

35

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

• • •

36

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

• • •

37

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

• • •

38

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

• • •

39

Pairs related pictures.

• • •

28

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

• • •

29

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Cognitive Development

ev

Pr

Sorting and matching

InfantToddler

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C

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Practical Life

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

24-36 mo.

ID

• • •

40

Pr InfantToddler

Practical Life

Care of self - Eating

Feeds self with fingers.

• • •

41

InfantToddler

Practical Life

Care of self - Eating

Collaborates with adult in feeding self at weaning table and chair.

• • •

42

ev Practical Life

Care of self - Eating

Uses a spoon.

• • •

43

InfantToddler

Practical Life

Care of self - Eating

Drinks from a teaspoon offered by adult.

• • •

44

InfantToddler

Practical Life

Care of self - Eating

Drinks from a cup.

• • •

45

InfantToddler

Language

Hearing and understanding

Can identify (by pointing) various body parts.

• •

46

InfantToddler

Language

Hearing and understanding

Can comply with simple requests containing action and object (Fetch the toy, hold my hand).

• •

47

InfantToddler

Language

Hearing and understanding

Listens with interest to stories and rhymes.

• •

48

InfantToddler

Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books.

• •

49

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

• •

50

InfantToddler

Language

Speaking

Uses one- or two-word questions.

• •

51

InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice”; “Mommy go”);

• •

52

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InfantToddler

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Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Language

12-18 18-24 mo. mo.

Curriculum Element

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

Pr InfantToddler

Motor Development

Equilibrium

Walks holding onto bar or furniture.

InfantToddler

Motor Development

Equilibrium

Walks independently.

ev Motor Development

Hand

Uses hands with increasing precision.

InfantToddler

Motor Development

Hands

Coordinates use of both hands working together.

InfantToddler

Motor Development

Hands

Uses hands for purposeful work.

InfantToddler

Social and Emotional

Social Interactions

Engages in solitary or parallel play.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with simple puzzles to further develop eye-hand coordination - three-shape puzzles.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-colored disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Stacks different-sized disks on dowels, sorting by color to further develop hand control and color-matching skills.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places disks on horizontal dowels to develop supinated wrist movement and further develop eye-hand coordination.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Places different-sized balls and ellipsoids on small pegs to explore sizes and perception of part becoming whole.

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

Works with box with bins to develop various wrist movements and object permanence.

w

ie

InfantToddler

24-36 mo.

ID

53

54

55

56

57

58

59

60

61

62

y op

C

• •

Infant-Toddler

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63

64

65


Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Lesson/Material

12-18 18-24 mo. mo.

Strand

Curriculum Element

InfantToddler

Integrated EyeHand and Cognitive Development

Building Skills and Concepts Using Special Materials

InfantToddler

Cognitive Development

Exploration

Explores objects in a number of ways using all senses (e.g., Treasure Basket; Heuristic Play Collections).

InfantToddler

Cognitive Development

Exploration

Purposefully explores objects in a number of ways through shaking, banging, throwing, dropping, etc.

Works with box with sliding lid to develop wrist movements and object permanence.

ev

Pr

Area

Cognitive Development

Concept Formation

Begins to sort mixed collections of objects into categories.

InfantToddler

Motor Development

Equilibrium

Walks carrying large and/or heavy objects; climbs stairs carrying objects in search of maximum effort.

InfantToddler

Motor Development

Equilibrium

Runs.

InfantToddler

Motor Development

Equilibrium

Kicks a ball.

InfantToddler

Social and Emotional

Attachment

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Displays growing awareness of self as separate from others.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Recognizes self in mirror.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Refers to self using own name.

InfantToddler

Social and Emotional

Self-Awareness & Emotions

Expresses anger when interrupted.

InfantToddler

Social and Emotional

Social Interactions

Imitates behavior of others, including actions in songs and play activities.

w

ie

InfantToddler

May hit, bite, and fight over a toy.

ID

66

67

68

69

70

71

72

73

74

75

y op

C

Infant-Toddler

24-36 mo.

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Social and Emotional

12-18 18-24 mo. mo.

Curriculum Element

Social Interactions

Enjoys company of other children.

Pr

Sorting and matching

InfantToddler

Cognitive Development

Sorting and matching

Pairs related pictures.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by shape.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by color.

InfantToddler

Cognitive Development

Sorting and matching

Sorts objects by category (e.g., buttons, animals, beads, etc.).

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in dishwashing.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in flower arranging.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in folding activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in food preparation.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in cleaning activities.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in setting table for snack or lunch.

InfantToddler

Cognitive Development

Matches objects to pictures.

InfantToddler

Cognitive Development

Sorting and matching

Pairs identical pictures.

24-36 mo.

ID

w

ie

ev

80

81

82

83

84

85

86

87

88

89

90

91

y op

C

79

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

InfantToddler

Practical Life

Lesson/Material

12-18 18-24 mo. mo.

Curriculum Element

Collaboration with adult in activities of daily living

Collaborates with adult in clearing table after snack or lunch.

Pr InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in sorting and folding laundry.

InfantToddler

Practical Life

Collaboration with adult in activities of daily living

Collaborates with adult in pouring water and juice.

ev Practical Life

Care of Self - Eating

Feeds self with fingers.

InfantToddler

Practical Life

Care of Self - Eating

Collaborates with adult in feeding self at weaning table and chair.

InfantToddler

Practical Life

Care of Self - Eating

Uses a spoon.

InfantToddler

Practical Life

Care of Self - Eating

Drinks from a teaspoon offered by adult.

InfantToddler

Practical Life

Care of Self - Eating

Drinks from a cup.

InfantToddler

Language

Hearing and Understanding

Can identify various body parts (by pointing).

InfantToddler

Language

Hearing and Understanding

Can comply with simple requests containing action and object (e.g., “Fetch the toy; Hold my hand”).

InfantToddler

Language

Hearing and Understanding

Listens with interest to stories and rhymes.

InfantToddler

Language

Hearing and Understanding

Can identify objects in pictures and books (by pointing).

InfantToddler

Language

Speaking

Constantly increases vocabulary using new words every month.

w

ie

InfantToddler

24-36 mo.

ID

93

94

95

96

97

98

99

100

101

C

92

103

104

y op •

102

Infant-Toddler

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Montessori Foundation Curriculum Scope and Sequence - Toddlers: Age 12 months to 3 Years The following developmental milestones and educational goals will normally be met over the course of a Montessori Toddler program for children 12 months to 3 years-old Area

Strand

Lesson/Material

InfantToddler

Language

12-18 18-24 mo. mo.

Curriculum Element

Speaking

Uses one- or two-word questions.

Pr InfantToddler

Language

Speaking

Strings words together to communicate more complex ideas (e.g., “More juice; Mommy go”).

InfantToddler

Language

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly.

24-36 mo.

ID

105

106

107

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ie

ev

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Pr

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Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Practical Life Curriculum

ev

Developing new skills that will enable us to live full and productive lives is something that all of us encounter throughout the years. It’s not just a process for the very young.

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Competence, independence, willingness to embrace the challenges of change are, quite possibly, the most important building blocks of the Montessori Method. These skills will enable children to thrive – and not just survive – in their lives. We can help our children learn to read, do math, and understand science, but how can we prepare them for the changes, life experiences, and new technology they will face throughout their lifetime, when we can’t even begin to imagine what the future will hold? And so, in Montessori, we provide opportunities to help our children learn these skills at the most basic level: Practical Life.

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Montessori provides a safe environment to experiment and learn without fear of embarrassment or reprimand. The ‘oops factor’ is an expected, and necessary, part of the process. As adults, we know how tempting it is to play it safe and only do what we know how to do well. It takes

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Shoelaces learn to be tied; however, knots do happen. Liquids get spilled during pouring. Spooning exercises might run amok at the beginning with beans or marbles strewn on the floor. But that’s OK in a Montessori classroom. It’s not failure; it’s an opportunity to practice and refine skills, while taking responsibility for restoring order and caring for the classroom environment.

courage and self-confidence to risk the awkwardness of trying something new: whether it’s pouring water from a childsized pitcher or learning to play tennis as an adult. One outcome of Montessori education for former students is their ongoing willingness to adapt to change, while pursuing new ideas and new ventures. They understand that it is not always possible to be the best at everything when they first begin, but, when they are able to measure their efforts against their own sense of self, instead of looking for validation from others, there is a greater internal satisfaction and joy in their progress and accomplishment.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Sensorial Curriculum. 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Carries, unrolls, and rolls a rug.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Works on a rug.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Handles delicate objects with care and precision.

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Returns materials to correct place in environment.

••••

5

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks slowly and calmly.

••••

6

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks avoiding people and objects.

••••

7

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Walks carrying a tray with an object on it without dropping or spilling contents.

••••

8

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Lifts and puts down a chair quietly and with control.

••••

9

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Carries a chair carefully without bumping into people or furniture.

••••

10

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Sits on a chair, upright, with feet on floor.

••••

11

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Lifts, carries and puts down a table together with another person.

••••

12

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Opens and closes a faucet/tap.

••••

13

Practical Life Control of Movement

Carrying, fetching, and using essential classroom items

Fetches water in a pail.

••••

14

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Control of Movement

Opening and closing

Opens and shuts various latches on frames.

••••

15

Practical Life Control of Movement

Opening and closing

Matches nuts and bolts.

••••

16

Practical Life Control of Movement

Opening and closing

Matches keys and locks.

••••

17

Practical Life Control of Movement

Opening and closing

Opens and closes boxes.

••••

18

Practical Life Control of Movement

Opening and closing

Opens and closes tins and jars.

••••

19

Practical Life Control of Movement

Opening and closing

Opens and closes bottles.

••••

20

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours dry ingredients from one pitcher to another.

•••

21

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water between two identical pitchers.

•••

22

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water from one large pitcher into two smaller identical pitchers.

•••

23

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water from one large container into two different-sized containers.

•••

24

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water to a specified level in a graduated container.

•••

25

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Pours water through a funnel into a narrow- necked container.

•••

26

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Sieves dry ingredients to separate: example, rice and flour.

•••

27

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses a spoon to transfer dry ingredients from one container to another.

•••

28

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses a spoon to transfer liquid from one container to another.

•••

29

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Transfers water using a baster.

•••

30

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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ID #

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Transfers water one drop at a time using a dropper or pipette.

•••

31

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Uses tongs to transfer items from one container to another.

•••

32

ie Pouring, transferring, and other basic movements

Uses hand whisk to create bubbles in water and soap mixture.

•••

33

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Hammers using Hammer Boards.

•••

34

Practical Life Control of Movement

Pouring, transferring, and other basic movements

Assembles a flashlight.

•••

35

Practical Life Control of Movement

Fine-motor skills/dexterity

Lifts small items with tweezers: (example: dry peas) /pincer grip.

••••

36

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses fingers and moves them individually in various combinations appropriate to object being manipulated.

••••

37

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses precise movements of fingers for various activities.

••••

38

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses precise movements of fingers to control a pencil for writing.

••••

39

Practical Life Control of Movement

Fine-motor skills/dexterity

Uses correct pincer grip when grasping a pencil.

••••

40

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Control of Movement

Fine-motor skills/dexterity

Holds scissors correctly and uses small movements of thumb and middle fingers to control the opening and closing of the blades.

••••

41

Practical Life Control of Movement

Refine movement: Gross motor

Walks around a maze built from the Red Rods without touching.

••••

42

Practical Life Control of Movement

Refine movement: Gross motor

Walks around furniture without bumping.

••••

43

Practical Life Control of Movement

Refine movement: Gross motor

Ascends and descends stairs safely and gracefully.

••••

44

Practical Life Control of Movement

Refine movement: open and shut

Opens and shuts all doors and gates, showing awareness of safety implications, checking that all doors and gates are securely latched when necessary.

•••

45

Practical Life Control of Movement

Refine movement: open and shut

Opens and shuts classroom door.

••••

46

Practical Life Control of Movement

Refine movement: Silence

Is silent for brief period during introduction to Silence Game.

••••

47

Practical Life Control of Movement

Refine movement: Silence

Is able to remain silent in relaxed position.

••••

48

Practical Life Control of Movement

Refine movement: Silence

Is able to be silent in response to a signal.

••••

49

Practical Life Control of Movement

Refine movement: Silence

Maintains silence, then responds to name when whispered.

••••

50

Practical Life Control of Movement

Refine movement: Silence

Maintains silence, then acts on commands given in whisper.

••••

51

Practical Life Control of Movement

Refine movement: Silence

Watches someone work, in silence, without touching.

••••

52

Practical Life Control of Movement

Refine movement: Silence

Voluntarily chooses to be silent alone or with a small group.

••••

53

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Control of Movement

Refine movement: The line

Walks on the line.

Practical Life Control of Movement

Refine movement: The line

Walks on the line - heel to toe.

Practical Life Control of Movement

Refine movement: The line

Practical Life Control of Movement

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

54

••••

55

Walks on the line with hands at sides.

••••

56

Refine movement: The line

Walks on the line, hands at sides, head erect.

••••

57

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying an object in one hand. (e.g., Pink Tower cubes).

••••

58

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying an object in two hands (e.g., a tray).

••••

59

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a bell without ringing it.

••••

60

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a pendulum without swinging it.

••••

61

Practical Life Control of Movement

Refine movement: The line

Walks on the line carrying a glass filled to the brim with water.

••••

62

Practical Life Control of Movement

Refine movement: The line

Walks on the line, adjusting tempo to that of group.

••••

63

Practical Life Control of Movement

Refine movement: The line

Walks on line in step with rhythms played on an instrument.

••••

64

Practical Life Control of Movement

Refine movement: The line

Walks on a balance beam or low wall.

••••

65

Practical Life Control of Movement

Making choices

Makes choices showing an ability to suppress impulse and follow guidance.

••••

66

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Care of Person

Practical Life Care of Person

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Preliminary care of Places own bag in correct cubby. possessions

••••

68

Preliminary care of Keeps cubby tidy. possessions

••••

69

Preliminary care of Hangs coat on hook or hanger. possessions

••••

70

Preliminary care of Packs a lunch box. possessions

••••

71

Preliminary care of Pairs and rolls socks. possessions

72

Practical Life Care of Person

Preliminary hygiene Uses bathroom under supervision.

•••

73

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

•••

74

••••

75

••••

76

Preliminary hygiene Uses toilet paper (judges correct quantity) and flushes.

••••

77

Preliminary hygiene Replaces toilet-paper roll when necessary.

••••

78

Preliminary hygiene Covers mouth when coughing or sneezing.

••••

79

Preliminary hygiene Lifts seat when using toilet (boys). Preliminary hygiene Flushes toilet after use.

Practical Life

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Practical Life Care of Person

Preliminary hygiene Uses bathroom unsupervised.

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Practical Life Care of Person

6th

Preliminary care of Carries bag to cubby. possessions

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Practical Life Care of Person

Lesson/Material

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Care of possessions: Packs a suitcase. additional

••••

81

Care of possessions: Polishes shoes. additional

••••

82

Dressing Frames

Opens and closes Velcro fastening on Dressing Frame.

•••

83

Opens and closes snappers on Dressing Frame.

•••

84

Opens and closes zippers on Dressing Frame.

•••

85

Opens and closes buttons on Dressing Frame.

•••

86

Opens and closes hooks & eyes on Dressing Frame.

•••

87

Opens and closes buckles on Dressing Frame.

•••

88

Unties and ties bows on Dressing Frame.

•••

89

Unties and ties laces on Dressing Frame.

•••

90

Opens and closes safety pins on Dressing Frame.

•••

91

Puts on socks without assistance.

•••

92

Dressing Frames

Dressing Frames

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Dressing Frames

Dressing Frames

Dressing Frames

Dressing Frames

Everyday Dressing of Oneself

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Dressing Frames

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Practical Life Care of Person

Dressing Frames

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Practical Life Care of Person

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Preliminary hygiene Washes hands after using the toilet, handling classroom pet, gardening, playing outside, and before preparing food or eating.

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Curriculum Element

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Everyday Dressing of Oneself

Puts on jacket without assistance.

Everyday Dressing of Oneself

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

•••

94

Everyday Dressing of Oneself

Puts on shoes (Velcro or no fastener) without assistance.

•••

95

Everyday Dressing of Oneself

Puts on shoes (ties laces) without assistance.

••

96

Everyday Dressing of Oneself

Changes from outside to inside shoes without assistance.

•••

97

Everyday Dressing of Oneself

Puts on trousers without assistance.

•••

98

Everyday Dressing of Oneself

Puts on an apron without assistance.

•••

99

Dressing

•••

100

Practical Life Care of Person

Practical Life Care of Person

Dressing

Grooming

Grooming

Grooming

Manages all own dressing/changing needs without assistance.

•••

101

•••

102

Sensitizes fingers for Sensorial activities.

••••

103

Washes own hands and nails, and applies hand-cream (full activity).

••••

104

Cares for own nails.

••••

105

Helps other children with dressing/changing needs.

Practical Life

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Practical Life Care of Person

Dressing

Puts on gloves and mittens without assistance.

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Practical Life Care of Person

ID #

Puts on a sweater without assistance.

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Practical Life Care of Person

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Curriculum Element

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Lesson/Material

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Grooming

Brushes and combs own hair.

Grooming

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Lesson/Material

Practical Life Care of Person

Grooming

Practical Life Care of Person

Grooming

Practical Life Care of Person

Braids/plaits nylon cords using Braiding Activity.

•••

107

Braids/plaits hair (own, other child, or hairdresser's dummy).

•••

108

Uses a clothes brush to remove lint from coat.

•••

109

Chooses appropriate clothing for various types of outings, as is age appropriate.

••••

110

•••

111

•••

112

Cleans a wound (minor cut or graze) on self or another.

••••

113

Puts a Band-Aid™ on a wound (minor cut or graze on self or another).

••••

114

Asks for help when caring for an injured person.

••••

115

Shows empathy and consideration for an injured person.

••••

116

Takes temperature using a safety thermometer.

••••

117

Is aware of dangers of touching blood; uses latex gloves whenever helping an injured person.

••••

118

Performs manicure on another.

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of person

First aid

First aid

First aid

First aid

Practical Life

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First aid

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Practical Life Care of Person

First aid

Is aware of and takes pride in own appearance, appropriate to circumstance and occasion.

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Practical Life Care of Person

Grooming

ID #

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Grooming

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Practical Life Care of Person

Grooming

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

First aid

Cares for a bug bite or sting.

Hygiene other

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Practical Life Care of Person

Lesson/Material

Practical Life Care of Person

Brushes own teeth after meals.

Displays an understanding of necessity for hygiene in classroom and public contexts.

Safety: Crossing the Waits to be accompanied by an road adult or much older child before crossing a street.

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Practical Life Care of Person

Hygiene other

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

Practical Life Care of Person

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120

•••

121

•••

122

•••

123

Safety: Crossing the Safely escorts younger child road across street.

•••

124

Safety: General safety and security

Chooses appropriate clothing for varied weather conditions and safety considerations when going out.

•••

125

Understands and respects school security protocols.

••••

126

Displays an awareness of the dangers inherent in speaking to strangers.

••••

127

Applies sunscreen, when prompted, before going outside.

•••

128

Applies sunscreen, when unprompted, before going outside.

••••

129

•••

130

•••

131

Safety: General safety and security Safety: General safety and security Safety: Sun sense

Safety: Sun sense

Safety: Sun sense

Safety: Sun sense

Wears sun hat or cap when going outside. Displays an understanding of the dangers of going out in the sun without adequate protection.

Practical Life

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Safety: Crossing the Is able to safely cross a street road unaccompanied.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Care of Person

Curriculum Element

Safety: Tools and utensils

Uses goggles & gloves, when appropriate, for safety reasons when engaging in woodwork and science projects.

••••

132

Safety: Tools and utensils

Carries a knife, pair of scissors, pencil, or other sharp object safely.

••••

133

Safety: Tools and utensils

Passes a knife, pair of scissors, pencil, or other sharp object safely.

••••

134

Safety: Tools and utensils

Handles potentially dangerous objects safely, under ageappropriate supervision.

••••

135

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Practical Life Care of Person

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Preliminary care of Sweeps dry beans on tray using environment small brush and pan.

•••

136

Practical Life Care of Environment

Preliminary care of Dusts an object. environment

•••

137

Practical Life Care of Environment

Preliminary care of Clamps clothespins, using environment Clothespin Activity.

•••

138

Practical Life Care of Environment

Preliminary care of Folds napkins along lines, using environment Folding Activity.

•••

139

Practical Life Care of Environment

Preliminary care of Wipes a water spill with a cloth. environment

•••

140

Practical Life Care of Environment

Preliminary care of Squeezes a sponge, using environment Sponging Activity.

•••

141

Practical Life Care of Environment

Preliminary care of Transfers water, using a Sponging environment Activity.

•••

142

Practical Life Care of Environment

Preliminary care of Rolls napkins and places in environment napkin rings, using NapkinRolling Activity.

•••

143

Practical Life Care of Environment

Preliminary care of Sweeps sawdust or beans as environment demonstrated.

•••

144

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Care of Environment

Tidying

Folds napkins from laundry and tidies away.

••••

145

Practical Life Care of Environment

Tidying

Uses classroom recycling bins correctly.

••••

146

Practical Life Care of Environment

Tidying

Hangs a towel on a hook.

••••

147

Practical Life Care of Environment

Tidying

••••

148

Practical Life Care of Environment

Tidying

••••

149

Practical Life Care of Environment

Tidying

Opens and closes classroom curtains and blinds.

••••

150

Practical Life Care of Environment

Tidying

Empties classroom waste bin.

••••

151

Practical Life Care of Environment

Polishing & dusting Dusts a shelf.

••••

152

Practical Life Care of Environment

Polishing & dusting Polishes wood.

•••

153

Practical Life Care of Environment

Polishing & dusting Polishes metals.

••••

154

Practical Life Care of Environment

Polishing & dusting Polishes mirror or glass.

••••

155

Practical Life Care of Environment

Polishing & dusting Determines appropriate cleaning materials and methods for different objects.

•••

156

Practical Life Care of Environment

Care of dishes and cooking utensils

••••

157

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Folds classroom clothes.

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Tidies shelves.

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Washes crockery (plates, cups, etc.).

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes silverware/cutlery.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes glasses.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes china.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes pots and pans.

Practical Life Care of Environment

Care of dishes and cooking utensils

Washes mixed dishes.

Practical Life Care of Environment

Care of dishes and cooking utensils

Sorts silverware/cutlery.

Practical Life Care of Environment

Care of dishes and cooking utensils

Stacks dishes.

Practical Life Care of Environment

Care of dishes and cooking utensils

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

158

••••

159

••••

160

••••

161

••••

162

••••

163

••••

164

Washes a mixed collection of dishes.

••••

165

Care of dishes and cooking utensils

Washes and dries stainless steel sink.

••••

166

Practical Life Care of Environment

Care of dishes and cooking utensils

Loads, sets, and unloads dishwasher.

•••••

167

Practical Life Care of Environment

Care of indoor plants

Waters indoor plants.

••••

168

Practical Life Care of Environment

Care of indoor plants

Polishes plant leaves.

••••

169

Practical Life Care of Environment

Care of indoor plants

Repots indoor plants.

••••

170

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••••

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Practical Life

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of surfaces

Washes a waterproof surface.

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Practical Life Care of Environment

Care of surfaces

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

171

••••

172

Washes an unpainted surface/scrubs a table.

••••

173

Washes marks and scuffs from walls.

••••

174

Erases a chalkboard/white board.

••••

175

ie

••••

176

••••

177

Care of surfaces

Sweeps classroom floor when necessary.

••••

178

Washes a vinyl floor.

••••

179

••••

180

Sweeps carpet with carpet sweeper.

••••

181

Vacuums carpet.

••••

182

••••

183

Mops (dusts) a dry floor.

ev

Pr

••••

Empties carpet sweeper.

Wipes a large water spill, wringing cloth into pail.

w Washes a glass surface.

Practical Life

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Mops a wet floor.

Page 14

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Care of surfaces

Wipes feet on doormat when entering a building.

••••

184

Practical Life Care of Environment

Care of surfaces

Uses a shoe scraper.

••••

185

Practical Life Care of Environment

Decorating

••••

186

Practical Life Care of Environment

Decorating

••••

187

Practical Life Care of Environment

Decorating

Hangs wall decorations (pictures, clock, etc.).

••••

188

Practical Life Care of Environment

Laundry

Sorts and folds mixed, dry laundry, and returns to correct places in classroom.

••••

189

Practical Life Care of Environment

Laundry

Hangs wet towels and cloths out to dry.

••••

190

Practical Life Care of Environment

Laundry

••••

191

Practical Life Care of Environment

Laundry

••••

192

Practical Life Care of Environment

Laundry

•••

193

Practical Life Care of Environment

Laundry

Rinses clothes that have been washed.

••••

194

Practical Life Care of Environment

Laundry

Hangs washed items out to dry.

••••

195

Practical Life Care of Environment

Laundry

•••

196

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Arranges flowers for classroom.

Cuts flowers for arranging.

w

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Pr

Lesson/Material

Hand-washes classroom cloths.

Sorts classroom cloths for washing.

C

Washes classroom cloths in machine.

Practical Life

ID #

y op

Irons cloths.

6th

Page 15

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of animal

Helps to care for classroom pets.

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Care of animal

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

197

Holds classroom pet appropriately.

••••

198

Provides fresh water for classroom pet.

••••

199

Feeds classroom pets.

••••

200

Care of playground Picks up playground toys and toys stores correctly.

••••

201

Practical Life Care of Environment

Care of playground Cleans playground toys and other toys equipment.

202

Practical Life Care of Environment

ie

••••

Care of playground Notices and alerts staff when toys playground equipment needs repair.

•••

203

Practical Life Care of Environment

Care of wildlife

••••

204

Practical Life Care of Environment

Care of wildlife

••••

205

Practical Life Care of Environment

Care of wildlife

••••

206

Practical Life Care of Environment

Gardening

••••

207

Practical Life Care of Environment

Gardening

Waters the garden using a watering can - demarcated area.

••••

208

Practical Life Care of Environment

Gardening

Spreads mulch in garden.

••••

209

ev

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w Fills bird feeder.

Fills birdbath.

Practical Life

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Digs garden beds.

C

Cleans birdbath.

Page 16

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Gardening

Harvests fruit or vegetable crops as indicated by adult or older child.

••••

210

Practical Life Care of Environment

Gardening

Hoes garden beds.

••••

211

Practical Life Care of Environment

Gardening

••••

212

Practical Life Care of Environment

Gardening

Plants seedlings in small garden beds.

••••

213

Practical Life Care of Environment

Gardening

Plants seeds in small garden beds.

••••

214

Practical Life Care of Environment

Gardening

••••

215

Practical Life Care of Environment

Gardening

••••

216

Practical Life Care of Environment

Gardening

Picks up litter, discerning what is litter, and appropriate disposal.

••••

217

Practical Life Care of Environment

Gardening

Sweeps outside spaces (e.g., pathways or deck).

••••

218

Practical Life Care of Environment

Gardening

••••

219

Practical Life Care of Environment

Gardening

Waters the garden using a watering can - unlimited area.

•••

220

Practical Life Care of Environment

Gardening

Harvests fruit or vegetable crops from garden, displaying understanding of when fruits/vegetables are ripe.

•••

221

Practical Life Care of Environment

Gardening

Waters the garden using a hose pipe - demarcated area.

•••

222

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Prepares soil for planting.

ev

Pr

Lesson/Material

ie

Rakes lawn or beds.

Removes weeds identified by adult or older child.

w

C

Pushes a wheel barrow containing garden waste.

6th

ID #

y op

Practical Life

Page 17

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Care of Environment

Gardening

Waters the garden as required, displaying judgment as to water needs of various plants.

•••

223

Practical Life Care of Environment

Gardening

Identifies weeds and alien plants in school garden and understands why they are a problem.

•••

224

Practical Life Care of Environment

Names and use of Verbalizes (and follows) plants & animals in fundamental safety rules garden regarding eating of plants: “Don’t eat any plant material unless you know exactly what it is and have been told by an adult that it is safe to eat.”

••••

225

Practical Life Care of Environment

Names and use of Identifies herbs in school garden plants & animals in and understands their use. garden

••••

226

Practical Life Care of Environment

Names and use of Identifies other plants in school plants & animals in garden and understands their use. garden

••••

227

Practical Life Care of Environment

Names and use of Identifies fruits and vegetables in plants & animals in school garden and understands garden their use.

••••

228

Practical Life Care of Environment

Names and use of Identifies various insects found in plants & animals in school garden and understands garden their role.

••••

229

Practical Life Care of Environment

Names and use of Identifies indigenous plants in the plants & animals in school garden and understands garden how to preserve them.

•••

230

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

w

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Pr

Lesson/Material

Practical Life Classroom Skills Library and media

Practical Life Classroom Skills Library and media

Practical Life Classroom Skills Library and media

ID #

Handles books carefully, turning pages in a way that will not cause damage.

••••

231

Arranges books neatly on shelf.

••••

232

Returns book to shelf, moving other books in order to replace it.

••••

233

Handles CDs and DVDs carefully, not touching surface.

••••

234

Plays CDs and DVDs.

••••

235

Practical Life

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Practical Life Classroom Skills Library and media

C

Practical Life Classroom Skills Library and media

6th

Page 18

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Practical Life Classroom Skills Library and media

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

•••

236

Practical Life Classroom Skills Materials and stationery

Sharpens pencils when necessary.

••••

237

Practical Life Classroom Skills Materials and stationery

Handles scissors effectively and safely.

••••

238

Practical Life Classroom Skills Materials and stationery

Uses paper clips or bulldog clips effectively and appropriately.

••••

239

Practical Life Classroom Skills Materials and stationery

Uses a stapler effectively and appropriately.

••••

240

Practical Life Classroom Skills Materials and stationery

Uses tape effectively and appropriately.

••••

241

Practical Life Classroom Skills Materials and stationery

Uses glue or paste effectively and appropriately.

••••

242

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Arranges books on the shelf: according to Dewey, alphabetical, or some other classification.

Puts a rubber band around a stack of cards.

••••

243

Practical Life Classroom Skills Materials and stationery

Refills stapler.

••••

244

Practical Life Meals and Food Classroom snack or Sets table for informal Preparation lunch meal/snack.

••••

245

Practical Life Meals and Food Classroom snack or Follows procedures for individual Preparation lunch snack.

••••

246

Practical Life Meals and Food Classroom snack or Washes hands before preparing Preparation lunch food.

••••

247

Practical Life Meals and Food Classroom snack or Follows procedures for group Preparation lunch snack.

••••

248

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Practical Life Classroom Skills Materials and stationery

Practical Life

Page 19

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Uses a quiet voice when appropriate.

••••

249

Practical Life Grace and Courtesy

Courtesy: General

Makes eye contact when speaking to someone.

••••

250

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when passing another in a doorway.

••••

251

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when asking for a turn.

••••

252

Practical Life Grace and Courtesy

Courtesy: General

Uses appropriate language when asking for something to be passed.

••••

253

Practical Life Grace and Courtesy

Courtesy: General

Waits for turn in various circumstances.

••••

254

Practical Life Grace and Courtesy

Courtesy: General

Makes a request using “please.”

••••

255

Practical Life Grace and Courtesy

Courtesy: General

••••

256

Practical Life Grace and Courtesy

Courtesy: General

••••

257

Practical Life Grace and Courtesy

Courtesy: General

••••

258

Practical Life Grace and Courtesy

Courtesy: General

••••

259

Practical Life Grace and Courtesy

Courtesy: General

••••

260

Practical Life Grace and Courtesy

Courtesy: General

••••

261

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Lesson/Material

ie

Area

w Politely refuses an offer.

Accepts “no” graciously when appropriate.

Asks for an item.

Asks to borrow something.

Gives way to another in a doorway.

Practical Life

ID #

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C

Picks something up for someone.

6th

Page 20

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Holds a door to let someone pass.

••••

262

Practical Life Grace and Courtesy

Courtesy: General

Knocks on a door before entering.

••••

263

Practical Life Grace and Courtesy

Courtesy: General

Walks around a group.

••••

264

Practical Life Grace and Courtesy

Courtesy: General

••••

265

Practical Life Grace and Courtesy

Courtesy: General

Apologizes or expresses regret when appropriate.

••••

266

Practical Life Grace and Courtesy

Courtesy: General

Asks someone to pass something.

••••

267

Practical Life Grace and Courtesy

Courtesy: General

••••

268

Practical Life Grace and Courtesy

Courtesy: General

Asks for assistance when appropriate.

••••

269

Practical Life Grace and Courtesy

Courtesy: General

Writes informal notes in appropriate contexts.

•••

270

Practical Life Grace and Courtesy

Courtesy: General

Displays polite assertiveness when disagreeing with another person.

•••

271

Practical Life Grace and Courtesy

Courtesy: General

Expresses gratitude beyond ritual “thank you.”

•••

272

Practical Life Grace and Courtesy

Courtesy: General

Expresses needs clearly and assertively.

•••

273

Practical Life Grace and Courtesy

Courtesy: General

•••

274

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Covers mouth when yawning.

ie

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Lesson/Material

Displays respect for others’ workspace.

w Practical Life

ID #

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Owns responsibility and expresses regret.

6th

Page 21

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Grace and Courtesy

Courtesy: General

Expresses own feelings.

Practical Life Grace and Courtesy

Greeting and introductions

Shakes hands in greeting.

Practical Life Grace and Courtesy

Greeting and introductions

Practical Life Grace and Courtesy

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

275

••••

276

Judges when to use formal or informal greeting.

••••

277

Greeting and introductions

Welcomes a guest.

••••

278

Practical Life Grace and Courtesy

Greeting and introductions

Introduces self to visitor or new child.

••••

279

Practical Life Grace and Courtesy

Greeting and introductions

Introduces others.

280

Practical Life Grace and Courtesy

ie

••••

Greeting and introductions

Remembers name of newly introduced person.

••••

281

Practical Life Grace and Courtesy

Greeting and introductions

••••

282

Practical Life Grace and Courtesy

Altruism, kindness, Displays spontaneous sharing. consideration

••••

283

Practical Life Grace and Courtesy

Altruism, kindness, Encourages another child or consideration adult.

••••

284

Practical Life Grace and Courtesy

Altruism, kindness, Compliments another child or consideration adult.

••••

285

Practical Life Grace and Courtesy

Altruism, kindness, Deals with meanness or conflict consideration assertively and politely.

••••

286

Practical Life Grace and Courtesy

Altruism, kindness, Avoids hurting feelings. consideration

•••

287

ev

Pr

•••

w Knows names of children in class.

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C

Practical Life

Page 22

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Etiquette in a group Responds appropriately to invitation to join a group.

••••

288

Practical Life Grace and Courtesy

Etiquette in a group Joins a group quietly without interrupting.

••••

289

Practical Life Grace and Courtesy

Etiquette in a group Interrupts politely and when necessary.

••••

290

Practical Life Grace and Courtesy

Etiquette in a group Asks permission to join a group.

••••

291

Practical Life Grace and Courtesy

Etiquette in a group Sits in group.

••••

292

Practical Life Grace and Courtesy

Etiquette in a group Asks to be excused.

••••

293

Practical Life Grace and Courtesy

Etiquette in a group Asks to speak, or waits for turn to speak, as appropriate to context.

•••

294

Practical Life Grace and Courtesy

Etiquette in a group Listens with respect while others speak.

••••

295

Practical Life Grace and Courtesy

Etiquette in a group Replies appropriately to others in a group.

••••

296

Practical Life Grace and Courtesy

Etiquette in a group Shares ideas and feelings as appropriate.

••••

297

Practical Life Grace and Courtesy

Etiquette in a group Demonstrates a sensibility to individual and cultural differences.

••••

298

Practical Life Grace and Courtesy

Etiquette in a group Stands in a queue.

••••

299

Practical Life Grace and Courtesy

Etiquette in a group Stops to listen when bell rings/announcement made.

••••

300

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Practical Life Grace and Courtesy

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Practical Life

Page 23

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Etiquette in a group Participates in conflict resolution processes.

Practical Life Grace and Courtesy

Etiquette in a group Makes requests.

Practical Life Grace and Courtesy

Etiquette in a group Participates in discussion.

Practical Life Grace and Courtesy

Etiquette in a group Questions new suggestions.

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

Practical Life Grace and Courtesy

Etiquette: Meals

ID #

301

••••

302

••••

303

••••

304

Waits for everyone to be seated at mealtime.

••••

305

Folds crumbs into a napkin.

••••

306

••••

307

Etiquette: Meals

Conducts pleasant conversation at table.

••••

308

Cleans a spill at table.

••••

309

••••

310

Politely asks for food to be passed.

••••

311

Politely refuses an offer of food.

••••

312

••••

313

ev

Pr

•••

ie

Practical Life Grace and Courtesy

6th

Cleans own place before leaving the table.

w Asks to be excused from table.

Practical Life

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Offers food to another.

Page 24

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life Grace and Courtesy

Etiquette: Meals

Chews with mouth closed while eating.

••••

314

Practical Life Grace and Courtesy

Etiquette: Meals

Serves others at mealtime.

••••

315

Practical Life Grace and Courtesy

Etiquette: Meals

••••

316

Practical Life Care of Environment

Care of playground Actively participates in and sports maintenance of outdoor play and equipment sports areas and equipment.

• • •

317

Practical Life Care of Environment

Care of playground Collaborates with staff in and sports planning and implementing equipment protocols for playground safety.

• • •

318

Practical Life Care of Environment

Care of classroom

••••• • •

319

Practical Life Care of Environment

Care of classroom

•• • •

320

Practical Life Care of Environment

Care of classroom

Actively participates in maintaining floor surfaces by using appropriate methods.

••••• • •

321

Practical Life Care of Environment

Care of classroom

Actively participates in using a washing machine and tumble dryer to maintain classroom items.

••••• • •

322

Practical Life Care of Environment

Care of classroom

Actively participates in sanitizing dishes or loading and operating a dishwasher.

••••• • •

323

Practical Life Care of Environment

Care of classroom

Utilizes a variety of tools and skills to actively participate in maintenance of the classroom materials on the shelves.

••••• • •

324

Practical Life Care of Environment

Care of classroom

Actively participates in monitoring personal property and classroom property for neatness.

••••• • •

325

Practical Life Care of Environment

Care of classroom

Actively participates in maintaining community supplies.

••••• • •

326

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Waits for turn and helps self in buffet queue.

ev

Pr

Lesson/Material

ie

Utilizes a variety of tools and skills to actively participate in maintenance of furnishings in classroom.

w

Utilizes a variety of tools and skills to finish new furniture by sanding and applying appropriate finishes.

6th

ID #

y op

C

Practical Life

Page 25

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Care of Environment

Care of classroom

Actively participates in conserving the classroom materials, such as paper, water, and so on.

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Care of classroom

Practical Life Care of Environment

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

327

••• • •

328

Actively participates in caring for domestic or non-domestic animals if appropriate.

••••• • •

329

Actively participates in caring for indoor plants.

••••• • •

330

Actively participates in arranging flowers for the classroom.

••••• • •

331

Care of outdoor environment

Uses a variety of tools and skills to actively participate in caring for the outside areas of the classroom.

332

Practical Life Care of Environment

ie

••••• • •

Care of outdoor environment

Uses a variety of tools and skills to actively participate in caring for the school campus.

••••• • •

333

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the planting of a vegetable garden.

••••• • •

334

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the planting of a wildlife-friendly garden.

••••• • •

335

Practical Life Care of Environment

Care of outdoor environment

Actively participates in the maintenance of classroom gardens.

••••• • •

336

Practical Life Care of Environment

Care of outdoor environment

Actively participates in harvesting of vegetables from classroom garden.

Practical Life Care of Environment

Care of outdoor environment

Uses a knowledge of organic and sustainable agriculture practices to maintain gardens.

Practical Life Personal Responsibility

Safety: General safety and security

Understands the dangers of using electrical implements and handles electrical tools and implements safely - while under adult supervision.

Uses a variety of skills to maintain classroom computers.

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••••• • •

337

••• • •

338

••••• • •

339

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Practical Life Personal Responsibility

Safety: General safety and security

Is aware of, and applies, safety protocols when using the internet as per school policy.

•• • •

340

Practical Life Personal Responsibility

Personal Grooming Participates in activities that pertain to personal grooming and hygiene.

••••• • •

341

Practical Life Personal Responsibility

Care of possessions Actively participates in maintaining clothing through proper hanging, brushing, mending, hemming, button sewing, shoe cleaning, and polishing.

••••• • •

342

Practical Life Personal Responsibility

Care of possessions Uses a pattern and cloth to make items by hand or by sewing machine.

••••• • •

343

Practical Life Personal Responsibility

Care of possessions Is able to take care of different fabrics and understands how to remove stains.

••••• • •

344

Practical Life Personal Responsibility

Care of possessions Understands that different social events have different dress expectations and is able to chose appropriate clothing for these occasions.

••••• • •

345

Practical Life Personal Responsibility

Care of possessions Is able to pack appropriately for a trip.

••••• • •

346

Practical Life Personal Responsibility

Care of possessions Is able to perform advanced firstaid techniques.

•• • •

347

Practical Life Personal Responsibility

Care of possessions Manages an allowance through a budget.

•• • •

348

• • •

349

Going Out: Formal Dines at restaurant, displaying meal at Restaurant appropriate manners and protocols: orders meal respectfully, maintains decorum in the setting.

•• • •

350

Going Out: Formal Researches and practices meal culturally appropriate etiquette for formal meal setting.

•• • •

351

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Practical Life Going Out

Practical Life

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Practical Life Classroom Practical application Catalogues new books and Skills: Library & Library skills assigns appropriate reference Media number /classification.

6th

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Going Out

Curriculum Element

Going Out

Plans a trip for a small group.

Going Out

Pr

Practical Life Going Out

Lesson/Material

Practical Life Going Out

Going Out

Practical Life Going Out

Practical Life Going Out

Uses a street map to find destination.

•• • •

353

Uses GPS coordinates to find destination.

•• • •

354

Uses GPS to find destination from address.

•• • •

355

Phones to book an appointment in relation to the trip.

•• • •

356

••• • •

357

•• • •

358

Arranges transport in accordance with school’s protocols.

•• • •

359

Practical Life Going Out

Arranges for necessary indemnities from parents.

•• • •

360

Practical Life Going Out

Practical Life Going Out

Going Out

Going Out

Going Out

•• • •

361

Going Out

••• • •

362

Going Out

••• • •

363

Going Out

••••• • •

364

Arranges an appropriate time and date.

Makes a list of all requirements.

Calculates costs and arranges funds in accordance with school protocols. Arranges a small gift for host if appropriate. Thanks host after trip.

Practical Life

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Practical Life Going Out

Going Out

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Practical Life Going Out

Leaves a message for person to return call.

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Practical Life Going Out

Going Out

ID #

352

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Practical Life Going Out

Going Out

6th

•• • •

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Practical Life Going Out

Going Out

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Page 28

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Going Out

Advises all participants of pertinent facts, protocols, safety issues, and expected behavior during trip.

• • •

365

Arranges for chaperone where appropriate.

• • •

366

••••• • •

367

• • •

368

Practical Life Meals and Food Practical Is able to use and maintain a Prep application: Kitchen variety of kitchen appliances. appliances

••• • •

369

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans meals with an understanding of a balanced diet.

••• • •

370

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans different menus for breakfast, lunch, dinner, and special occasions and holidays.

•• • •

371

Practical Life Meals and Food Practical Prep application: Cooking skills

Follows recipes for food preparation.

••• • •

372

Practical Life Meals and Food Practical Prep application: Cooking skills

Develops a knowledge of different ingredients, such as the different varieties of flour, herbs, and seasonings.

•• • •

373

Practical Life Meals and Food Practical Prep application: Cooking skills

Reads food labels and understands the significance of the different line items.

•• • •

374

Practical Life Meals and Food Practical Prep application: Cooking skills

Prepares a grocery shopping list.

Practical Life Meals and Food Practical Prep application: Cooking skills Practical Life Meals and Food Practical Prep application: Cooking skills

Practical Life Going Out

Going Out

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Practical Life Going Out

Practical Life Going Out

Takes part in trip planned by another person.

Going Out

Draws up an emergency plan in respect of trip.

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Going Out

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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C

••• • •

375

Measures accurately in both liquid and dry ingredients, using appropriate measuring tools.

••• • •

376

Sets up appropriately for a casual snack or lunch.

••• • •

377

Practical Life

Page 29

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Meals and Food Practical Prep application: Cooking skills

Sets up appropriately for a formal meal.

Practical Life Meals and Food Practical Prep application: Cooking skills

6th

ID #

378

Serves people appropriately in either a formal or informal manner.

••• • •

379

Practical Life Meals and Food Practical Prep application: Cooking skills

Cleans up appropriately after food preparation and meals.

••• • •

380

Practical Life Meals and Food Practical Prep application: Cooking skills

Prepares a picnic basket for self and one or two others.

Practical Life Meals and Food Practical Prep application: Cooking skills

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Pr

•• • •

•••

381

Plans, budgets, and prepares picnic for groups.

•• • •

382

Practical Life Meals and Food Practical Prep application: Cooking skills

Plans, budgets, and prepares tea party for groups.

•• • •

383

Practical Life Meals and Food Practical Prep application: Measuring

Adapts quantities in recipes to increase or decrease number of servings in a recipe.

•• • •

384

Demonstrates belief in democratic process.

••••• • •

385

Initiates group discussions.

••••• • •

386

••• • •

387

••••• • •

388

••• • •

389

• • •

390

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

R

Etiquette in a group: Meetings

Chairs a meeting according to method being used.

Etiquette in a group: Meetings

Follows rules of order depending on method being used.

Etiquette in a group: Meetings

Records minutes of meeting/acts as scribe - informal notes.

Etiquette in a group: Meetings

Records minutes of meeting/acts as scribe - formal minutes.

Practical Life

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Etiquette in a group: Meetings

R

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Practical Life Social Skills

Etiquette in a group: Meetings

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Practical Life Social Skills

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Social Skills

Curriculum Element

Etiquette in a group: Meetings

Acts as time-keeper for meeting.

Etiquette in a group: Meetings

Draws up a meeting agenda.

Etiquette in a group: Meetings

Suggests agenda items.

Etiquette in a group: Meetings

Votes on matters in meeting.

Etiquette in a group: Meetings

Represents class in whole-school meetings.

Etiquette in a group: Meetings

Raises points of order.

Etiquette in a group: Meetings

Considers and suggests amendments to procedures.

Pr

Practical Life Social Skills

Lesson/Material

Practical Life Social Skills

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Practical Life Social Skills

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

391

•• • •

392

••••• • •

393

••••• • •

394

••• • •

395

••••• • •

396

••••• • •

397

Etiquette in a group: Meetings

Participates in formulating classroom and school rules / guidelines and protocols.

••••• • •

398

Etiquette in a group: Meetings

Addresses chair in formal meeting.

••••• • •

399

Intrapersonal development

Makes responsible choices in varied contexts.

••••• • •

400

Intrapersonal development

Accepts responsibility for own behavior.

••••• • •

401

Intrapersonal development

Explains role of planning in solving problems.

••••• • •

402

Intrapersonal development

Facilitates conflict-resolution processes.

••• • •

403

Practical Life

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ID #

••• • •

C

Practical Life Social Skills

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Practical Life Social Skills

Curriculum Element

Intrapersonal development

Participates as an audience member with respect and courtesy.

••••• • •

404

Intrapersonal development

Actively participates in upholding the classroom contract and encouraging others to do so.

••••• • •

405

Intrapersonal development

Actively participates in own work plan and develops according to teacher guidance and own selfinterests.

••••• • •

406

Intrapersonal development

Prioritizes time wisely to meet own and others' needs.

••••• • •

407

Intrapersonal development

Displays self-reliance when working independently.

••••• • •

408

Intrapersonal development

Follows through on commitments towards both work and others.

••••• • •

409

Intrapersonal development

Shows satisfaction in meaningful work.

••••• • •

410

Intrapersonal development

Respectfully justifies choices made in various contexts.

••••• • •

411

Uses an objective approach towards problem solving.

••••• • •

412

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Practical Life Social Skills

Lesson/Material

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Area

Practical Life Social Skills

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Practical Life Social Skills

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

Practical Life Social Skills

ID #

Intrapersonal development

Actively participates as a positive team player in small- or largegroup settings.

••••• • •

413

Intrapersonal development

Displays a commitment to ethical behavior.

••••• • •

414

Intrapersonal development

Positively influences others behavior.

••• • •

415

Intrapersonal development

Is able to reserve judgment about others no matter the circumstance.

••• • •

416

Practical Life

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Practical Life Social Skills

Lesson/Material

Curriculum Element

Intrapersonal development

Is able to change mind in light of new information.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••• • •

417

Development of Is able to work within expected organizational skills guidelines and does so appropriately.

••••• • •

418

Practical Life Time Management

Development of Is able to follow through on organizational skills directions given one on one.

••••• • •

419

Practical Life Time Management

Development of Is able to follow through on organizational skills directions given in a group.

••• • •

420

Practical Life Time Management

Development of Is able to work on a short-term organizational skills project and successfully complete the task, either individually or in a group.

••••• • •

421

Practical Life Time Management

Development of Is able to work on a long-term organizational skills project and successful complete the task, either individually or in a group.

••• • •

422

Practical Life Time Management

Development of Is able to design a project, organizational skills develop outcomes, and follow through appropriately.

• • •

423

Practical Life Time Management

Development of Is able to work independently and organizational skills plan entire week without any teacher direction.

• • •

424

Practical Life Time Management

Development of Is able to work successfully and organizational skills independently after meeting with teacher and having been given the exit outcomes for all subjects for the semester.

• • •

425

Practical Life How to Run a Business

Development of business acumen

Participates in the development of a business strategy to establish a small business.

•• • •

426

Practical Life How to Run a Business

Development of business acumen

Participates in the decisionmaking process regarding how profits might be used.

•• • •

427

Practical Life How to Run a Business

Development of business acumen

Participates in the development of a budget for a small business.

•• • •

428

Practical Life How to Run a Business

Development of business acumen

Participates in purchasing or developing products for a small business.

•• • •

429

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Practical Life How to Run a Business

Development of business acumen

Participates in the day-to-day operations of the business.

•• • •

430

Practical Life How to Run a Business

Development of business acumen

Participates in the reconciliation of account for the business.

•• • •

431

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence

Montessori THE

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FOUNDATION

The Sensorial Curriculum

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A child interacts with the physical world through her senses. From birth, she will look, listen, touch, taste, pick up, manipulate, and smell almost anything that comes into her grasp. At first, everything goes into the mouth. Gradually, she begins to explore each object’s weight, texture, and temperature. She may watch something that catches her attention, such as a butterfly, with infinite patience.

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The Sensorial curriculum is designed to help children focus their attention more carefully on the physical world, exploring with each of their senses the subtle variations in the properties of objects. At first, children may simply be asked to sort among a prepared series of objects that vary by only one aspect, such as height, length, or width. Other exercises challenge them to find identical pairs or focus on very different physical properties, such as aroma, taste, weight, shades of color, temperature, or sound. These exercises are essentially puzzles, and they tend to fascinate children, because they are just difficult enough to represent a meaningful challenge. Each has a built-in control of error that allows children who are observant to check their own work. The Sensorial exercises include lessons in vocabulary, as the children master the names of everything from sophisticated plane and solid geometric figures to the parts of familiar plants and animals. As the Inuit people of the Arctic demonstrate to us with their many different words for snow, we observe that, as the children learn the correct names for things, the objects themselves take on meaning and reality as the children learn to recognize and name them.

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Why is it so important to educate the young child’s senses? We certainly don’t believe that we can improve a child’s hearing or sight through training. However, we can help children to pay attention, to focus their awareness, and to learn how to observe and consider what comes into their experience. In a way, the Sensorial curriculum accomplishes something like a course in wine tasting or music appreciation; one learns to taste, smell, or hear what is experienced with a much deeper awareness and appreciation. These exercises can help children understand and appreciate their world more fully.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Sensorial Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 1

Cylinder Blocks

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 1.

•••

1

Discrimination of Size 1

Cylinder Blocks

Places cylinders in correct sockets using visual and stereognostic sense: Block 2.

•••

2

Discrimination of Size 1

Cylinder Blocks

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 3.

•••

3

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 4.

•••

4

Works with any two blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

5

Works with any three blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

6

Works with all four blocks together, placing cylinders in correct sockets using visual and stereognostic sense.

•••

7

Combines and uses material in novel ways.

••

8

Combines and uses material in novel ways.

••

9

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Sensorial

Sensorial

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 1

Cylinder Blocks

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

Discrimination of Size 2

Pink Tower

ID #

Works with materials as presented, placing cubes in relation to one another to demonstrate visual discrimination of size in three dimensions.

•••

Uses smallest cube to indicate unit of difference.

•••

11

Combines and uses material in novel ways.

•••

12

Combines and uses material in novel ways.

•••

13

10

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Cylinder Blocks

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Sensorial

Discrimination of Size 1

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Discrimination of Size 1

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Sensorial

Page 1

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 2

Pink Tower: Language

Identifies and describes cubes according to size.

•••

14

Discrimination of Size 2

Pink Tower: Language

Uses language to describe size in context.

•••

15

Discrimination of Size 3

Brown Stair

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of width.

•••

16

Uses narrowest prism to indicate unit of difference.

•••

17

Combines and uses material in novel ways.

•••

18

Combines and uses material in novel ways.

•••

19

Identifies and describes prisms according to width.

•••

20

Uses language to describe width context.

•••

21

Pr

Sensorial

Sensorial

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Brown Stair

Discrimination of Size 3

Brown Stair

Discrimination of Size 3

Brown Stair: Language

Discrimination of Size 3

Brown Stair: Language

Discrimination of Size 4

Pink Tower and Brown Stair

Combines and uses material in novel ways.

•••

22

Discrimination of Size 4

Pink Tower and Brown Stair

Combines and uses material in novel ways.

••••

23

Discrimination of Size 5

Red Rods

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of length.

•••

24

Discrimination of Size 5

Red Rods

Uses shortest rod to indicate unit of difference.

•••

25

Discrimination of Size 5

Red Rods

Combines and uses material in novel ways.

•••

26

Sensorial

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Discrimination of Size 3

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Sensorial

Brown Stair

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ID #

Discrimination of Size 3

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 5

Red Rods

Combines and uses material in novel ways.

•••

27

Discrimination of Size 5

Red Rods: Language

Identifies and describes rods according to length.

•••

28

Discrimination of Size 5

Red Rods: Language

Uses language to describe length in context.

•••

29

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: yellow set.

••••

30

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: red set.

••••

31

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: blue set.

••••

32

Discrimination of Size 6

Knobless Cylinders Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: green set.

••••

33

Discrimination of Size 6

Knobless Cylinders Combines any two sets of cylinders demonstrating an ability to relate the sets to one another.

••••

34

Discrimination of Size 6

Knobless Cylinders Combines any three sets of cylinders demonstrating an ability to relate the sets to one another.

••••

35

Discrimination of Size 6

Knobless Cylinders Combines four sets of cylinders demonstrating an ability to relate the sets to one another.

••••

36

Discrimination of Size 6

Knobless Cylinders Combines and uses material in novel ways.

•••

37

Discrimination of Size 6

Knobless Cylinders Combines and uses material in novel ways.

•••

38

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Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

6th

ID #

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Sensorial

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Page 3

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Discrimination of Size 6

Language of size consolidation

Uses language of size, length, and width correctly in a variety of contexts.

Color 1

Color Box 1

Works with materials as presented, to pair red, yellow, and blue tablets.

••

40

Color Box 1: Language

Identifies and describes colors in Color Box 1.

•••

41

Color Box 2

Works with materials as presented, to match primary, secondary, black, white, gray, pink, and brown color tablets to one another.

•••

42

Identifies and describes colors in Color Box 2.

••••

43

Pr

Sensorial

Sensorial

Color 2

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Sensorial

Color 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Color 3

Color 3

Color 3

Color 3

Color 3

•••

44

Color Box 3

Grades tints and tones of various shades, as presented, one color at a time.

•••

45

Grades tints and tones of various shades, as presented, multiple or all colors together.

•••

46

Uses art materials (pencils, paints) to recreate grades of color (e.g., with design insets).

•••

47

Uses materials to mix tints, tones, and secondary colors.

•••

48

Color Box 3

Color Box 3

Color Box 3

Color Box 3

Color Box 3

Color Box 3: Language

Combines and uses material in novel ways. Combines and uses material in novel ways. Identifies and describes grades of light or dark.

Sensorial

y op

Sensorial

Color 3

39

Works with materials as presented, to match various shades of eight colors.

C

Sensorial

Color 3

ID #

Color Box of 32 Pairs

w

Sensorial

Color 2

Color Box 2: Language

ie

Sensorial

Color 2

•••

6th

•••

49

•••

50

•••

51

Page 4

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Color 3

Color Box 3: Language

Uses extended language of color in relation to tablets in Color Box 3.

•••

52

Color Box 3: Language

Uses language to describe color in context.

•••

53

Baric Tablets

Works with materials as presented, to match tablets of the same weight.

•••

54

Works with materials, as presented, to grade tablets of the same weight.

•••

55

Combines and uses material in novel ways.

•••

56

Combines and uses material in novel ways.

•••

57

Identifies and describes grades of weight.

•••

58

•••

59

Color 3

Pr

Sensorial

Sensorial

Weight 1

Baric Tablets

ev

Sensorial

Weight 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Weight 1

Temperature 1

Temperature 1

Temperature 2

Temperature 2

Temperature 2

Baric Tablets

Baric Tablets

Thermic Tablets

Thermic Tablets

Thermic Bottles

Thermic Bottles

Thermic Bottles

Uses language to describe weight in context. Works with materials as presented to pair tablets made of different materials according to thermic qualities.

•••

ID #

60

Identifies and describes thermic qualities of the different materials.

•••

61

Refines thermic sense by pairing bottles of the same temperature.

•••

62

Grades bottles according to temperature.

•••

63

•••

64

y op

Sensorial

Weight 1

C

Sensorial

Baric Tablets

w

Sensorial

Weight 1

Baric Tablets

ie

Sensorial

Weight 1

6th

Combines and uses material in novel ways.

Sensorial

Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Temperature 2

Thermic Bottles

Combines and uses material in novel ways.

•••

65

Identifies and describes grades of temperature.

•••

66

Uses language to describe temperature in context.

•••

67

Works with materials as presented to pair bottles of liquid according to taste.

•••

68

Combines and uses material in novel ways.

•••

69

Combines and uses material in novel ways.

•••

70

Temperature 2

Thermic Bottles

Pr

Sensorial

Sensorial

Taste

Thermic Bottles

Taste Bottles

ev

Sensorial

Temperature 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Shape 1

Shape 2

Shape 2

Shape 2

Shape 2

Taste Bottles

Images

Identifies and describes tastes.

Uses language to describe tastes in context. Pairs identical images.

Geometric Solids

Geometric Solids

••• •••

ID #

71

72

•••

73

Explores features of Geometric Solid forms using visual and stereognostic senses.

•••

74

Categorizes Geometric Solids into various sets according to common shapes of their faces.

•••

75

•••

76

Geometric Solids & Matches Geometric Solid forms Bases to plane bases. Geometric Solids & Combines and uses material in Bases novel ways.

Sensorial

y op

Sensorial

Taste

Taste Bottles

C

Sensorial

Taste

Taste Bottles

w

Sensorial

Taste

Taste Bottles

ie

Sensorial

Taste

6th

•••

Page 6

Copyright 2012 The Montessori Foundation

77


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Sensorial

Shape 2

Geometric Solids & Combines and uses material in Bases novel ways.

Shape 2

Sensorial

Identifies and names Geometric Solid forms.

Geometric Solids: Language

Uses correct vocabulary to name and describe geometric forms in context.

Shape 3

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Shape 4

Shape 4

Shape 4

Shape 4

Shape 4

80

•••

82

Geometric Cabinet: Matches geometric figures to Presentation Tray & thick-line figures. Cards

•••

83

Geometric Cabinet: Matches geometric figures to Presentation Tray & thin-line figures on cards. Cards

•••

84

Geometric Cabinet: Explores circles through through Individual Drawers visual and stereognostic senses.

•••

85

Geometric Cabinet: Explores triangles through visual Individual Drawers and stereognostic senses.

•••

86

Geometric Cabinet: Explores quadrilaterals through Individual Drawers visual and stereognostic senses.

•••

87

Geometric Cabinet: Explores rectangles through Individual Drawers visual and stereognostic senses.

•••

88

Geometric Cabinet: Explores regular polygons Individual Drawers through visual and stereognostic senses.

•••

89

Geometric Cabinet: Explores curvilinear figures Individual Drawers through visual and stereognostic senses.

•••

90

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Sensorial

Shape 4

79

Geometric Cabinet: Matches geometric figures to Presentation Tray & solid plane figures. Cards

C

Sensorial

Shape 3

•••

78

81

w

Sensorial

Shape 3

•••

ID #

•••

ie

Sensorial

Shape 3

•••

6th

Geometric Cabinet: Explores triangle, circle, and Presentation Tray square through visual and stereognostic senses.

ev

Sensorial

Shape 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geometric Solids: Language

Pr

Sensorial

Curriculum Element

Sensorial

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Sensorial

Shape 4

Geometric Cabinet: Works independently with Individual Drawerss individual drawers and card sets & Card Sets to demonstrate ability to match plane figures to each level of card.

Shape 5

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Shape 5

Sensorial

Sensorial

Geometric Cabinet: Works independently with All Drawers multiple drawers and card sets to demonstrate ability to match plane figures to each level of card.

•••

93

Geometric Cabinet: Matches and sorts geometric All Drawers figures and cards to form large matrixes classified by shape and type (solid, thick, or thin lines).

•••

94

Geometric Cabinet: Combines and uses material in All Drawers novel ways.

•••

95

Sensorial

Geometric Cabinet: Classifies shapes according to All Drawers various categories as represented on Geometric Control Sheet.

•••

96

Sensorial

Sensorial

Shape 6

Shape 6

Shape 6

Shape 6

Shape 6

Shape 6

Geometric Cabinet: Identifies and names geometric Language plane figures: Presentation Tray.

•••

97

Geometric Cabinet: Identifies and names geometric Language plane figures: Regular Polygons.

•••

98

Geometric Cabinet: Identifies and names geometric Language plane figures: Quadrilaterals.

•••

99

Geometric Cabinet: Identifies and names geometric Language plane figures: Rectangles (including square).

•••

100

Geometric Cabinet: Identifies and names geometric Language plane figures: Types of Triangles.

•••

101

Geometric Cabinet: Identifies and names geometric Language plane figures: Curvilinear Forms.

•••

102

Geometric Cabinet: Uses correct vocabulary to name Language and describe geometric plane figures in context.

••••

103

Sensorial

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Sensorial

Shape 6

C

Sensorial

Shape 5

w

Sensorial

Shape 5

91

92

ie

Sensorial

Shape 5

ID #

•••

ev

Sensorial

•••

6th

Geometric Cabinet: Works with multiple drawers to All Drawers refine visual and stereognositc discrimination of plane figures.

Pr

Sensorial

Curriculum Element

Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Shape 7

Pattern

Copies repeating patterns - linear.

Shape 7

Pattern

Pr

Sensorial

Sensorial

Shape 7

Pattern

Pattern

Sensorial

Sensorial

Constructs own repeating patterns - linear.

•••

105

Copies repeating patterns - twodimensional array.

•••

106

Constructs own repeating patterns - two- dimensional array.

•••

107

Copies tessellating patterns.

•••

108

Sensorial

Constructs own tessellating patterns.

•••

109

Combines and uses material in novel ways.

•••

110

Sensorial

Sensorial

Shape 8

Shape 8

Shape 8

Shape 8

Shape 8

Constructive Triangles: Triangular Box

Explores how equilateral triangles can be constructed from other triangles.

•••

111

Constructive Triangles: Small Hexagonal Box

Explores how various triangles that form a hexagon can be combined to form other plane figures.

•••

112

Constructive Triangles: Large Hexagonal Box

Explores how a hexagon is made up from a combination of obtuse triangles and how these are combined to make different plane figures.

•••

113

Constructive Triangles: Rectangular box

Explores how various triangles combine to make other plane figures.

•••

114

Constructive Triangles: Blue Triangles

Freely explores how various triangles combine to make other plane figures.

•••

115

Constructive Triangles: All Sets

Combines and uses material in novel ways.

•••

116

y op

Sensorial

Shape 8

Pattern

C

Sensorial

Shape 7

Pattern

w

Sensorial

Shape 7

Pattern

ID #

104

ie

Sensorial

Shape 7

6th

••

ev

Sensorial

Shape 7

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Page 9

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Shape 8

Constructive Triangles

Explores congruency, equivalency, and similarity.

•••

117

Constructive Triangles

Constructs various stars and polygrams.

•••

118

Circles, Squares, and Triangles

Explores various permutations of superimposed plane figures.

•••

119

•••

120

••••

121

Classifies prisms of Binomial Cube, laying prisms to represent the binomial equation.

•••

122

Classifies prisms of Trinomial Cube, laying prisms to represent the trinomial equation.

•••

123

Retells the story of The Kings to another child using the Binomial or Trinomial Cube.

•••

124

Works with materials as presented to pair bottles according to aroma.

•••

125

•••

126

Shape 8

Pr

Sensorial

Sensorial

Shape 9

Inscribed and Combines and uses material in Concentric Figures novel ways.

ev

Sensorial

Shape 9

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Smell

Smell

Smell

Smell

Smell

Trinomial Cube

Smelling Bottles

Smelling Bottles

Smelling Bottles

Smelling Bottles

Smelling Bottles

Combines and uses material in novel ways. Identifies aromas.

Names aromas.

Combines and uses material in novel ways.

Sensorial

ID #

•••

127

••••

128

•••

129

y op

Sensorial

Form & color

Trinomial Cube

C

Sensorial

Form & color

Binomial Cube

Constructs Binomial Cube as presented.

w

Sensorial

Form & color

Binomial Cube

ie

Sensorial

Form & color

6th

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Smell

Smelling Bottles

Uses language to describe aroma in context.

••••

130

Mystery Bag: Familiar Objects

Works with materials as presented, matching objects using stereognostic sense.

••••

131

Stereognostic Exercises: Large Objects

Sorts objects, such as large buttons or beans, according to size using stereognostic sense.

••••

132

Stereognostic Exercises: Small Objects

Sorts objects, such as small buttons or other Sensorial material according to size using with eyes shut or blindfolded (stereognostic sense).

••••

133

Stereognostic Exercise : All

Combines and uses material in novel ways.

••••

134

Stereognostic

Pr

Sensorial

Sensorial

Stereognostic

ev

Sensorial

Stereognostic

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Tactile 1

Combines and uses material in novel ways.

••••

135

Touch Boards: Board A

Works with materials as presented, to experience rough and smooth textures.

••••

136

Touch Boards: Boards A & B

Works with materials as presented, to distinguish rough and smooth textures.

••••

137

Touch Boards: Board C

Works with materials as presented, to distinguish gradations of rough textures.

••••

138

Smooth Gradation Board

Works with materials as presented, to distinguish gradations of smooth textures.

••••

139

Rough Gradation Tablets

Works with materials as presented to match various rough textures.

••••

140

Smooth Gradation Tablets

Works with materials as presented to match various smooth textures.

••••

141

Rough Tablets

Works with materials as presented to grade rough textures.

•••

142

Sensorial

y op

Sensorial

Tactile 1

ID #

Stereognostic Exercises: All

C

Sensorial

Stereognostic

w

Sensorial

ie

Sensorial

Stereognostic

6th

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Tactile 1

Smooth Tablets

Works with materials as presented to grade smooth textures.

•••

143

Texture Materials: All

Combines and uses material in novel ways.

•••

144

Texture Materials: All

Combines and uses material in novel ways.

•••

145

Texture: Language

Identifies and names grades of roughness.

••••

146

Identifies and names grades of smoothness.

••••

147

Uses language to describe texture in context.

ie

••••

148

Works with materials as presented, to pair different types of fabric according to textures.

••••

149

Fabric Box: Language

••••

150

••••

151

Tactile 1

Pr

Sensorial

Sensorial

Tactile 1

ev

Sensorial

Tactile 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

Tactile 2

Tactile 2

Tactile 2

Sound 1

Sound 1

Sound 1

Fabric Box

Fabric Box: Language

Names types of fabric.

Uses language to name various fabrics.

ID #

Fabric Box: Language

Uses language to name and describe fabrics in context.

•••

152

Sound Cylinders: Volume

Pairs cylinders according to sound.

••••

153

Sound Cylinders: Volume

Grades one set of cylinders according to sound.

•••

154

Sound Cylinders: Volume

Combines and uses material in novel ways.

•••

155

Sensorial

y op

Sensorial

Tactile 2

Texture: Language

C

Sensorial

Tactile 1

Texture: Language

w

Sensorial

Tactile 1

6th

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Sound 1

Sound Cylinders: Volume

Combines and uses material in novel ways.

•••

156

Sound Cylinders: Language

Identifies and describes grades of volume of sound.

•••

157

Sound Cylinders: Language

Uses correct vocabulary to describe the volume of sounds in context.

•••

158

Bells: Pitch

Handles bells carefully and appropriately.

Sound 1

Pr

Sensorial

Sensorial

Sound 2

ev

Sensorial

Sound 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Sensorial

Sensorial

Sensorial

Sensorial

Sensorial

160

Grades bells according to CMajor Scale.

•••

161

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Sound 2

Bells: Pitch

Pairs corresponding bells.

•••

162

Bells: Pitch

•••

163

Bells: Pitch

Sings notes played on the Montessori Bells - either in a single-syllable, tonic sol-fa or naming notes.

•••

164

Bells: Pitch

Composes own melody on bells.

•••

165

Bells: Pitch

Copies a random series of notes played by another.

•••

166

Bells: Pitch

Combines and uses material in novel ways.

•••

167

Bells: Pitch

Combines and uses material in novel ways.

•••

168

Grades full set of bells.

y op

Sensorial

•••

C

Sensorial

Bells: Pitch

Pairs corresponding bells.

w

Sensorial

Sound 2

Bells: Pitch

ID #

159

ie

Sensorial

Sound 2

6th

Sensorial

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Sensorial

Sound 2

Bells: Pitch

Identifies and names grades of pitch.

•••

169

Identifies and names notes on CMajor Scale.

•••

170

Identifies and names the notes sounded by the Montessori Bells (tonic sol-fa scale).

•••

171

Sound 2

Bells: Pitch

Pr

Sensorial

Sensorial

Sound 2

Montessori Bells: Pitch

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

w

ie

ev

y op

C Sensorial

Page 14

Copyright 2012 The Montessori Foundation


Curriculum Scope & Sequence

Montessori The Language Arts Curriculum THE

Pr

FOUNDATION

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ev

The process of learning how to read should be as painless and simple as learning how to speak. Montessori begins by placing the youngest students in classes where the older students are already reading. All children want is to “do what the big kids can do,” and as the intriguing work that absorbs the older students involves reading, there is a natural lure for the young child.

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Beginning at age two or three, Montessori children are introduced to a few letters at a time until they have mastered the entire alphabet. They trace each letter as it would be written, using two fingers of their dominant hand. As they trace the letter’s shape, they receive three distinct impressions: they see the shape of the letter, they feel its shape and how it is written, and they hear the teacher pronounce its sound.

During the Elementary years, Montessori focuses on the development of strong writing skills and library research. The curriculum does not depend on textbooks, as much as on primary and secondary resource materials found in classroom library collections, media centers, public libraries, and on the Internet. They begin a systematic study of the English language: vocabulary, spelling rules, and linguistics. Montessori schools commonly teach Elementary and Middle School students how to use the computer to write, illustrate, and lay out their work.

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To help children develop the eye-hand coordination needed to correctly grasp and write with a pencil, Montessori introduced them to a set of metal frames and insets made in the form of geometric shapes. When the geometric inset is removed, the children trace the figure left within the frame onto a sheet of paper. Then they use colored pencils to shade in the outlines that they’ve traced, using careful horizontal strokes. Gradually, children become more

C

Children move from the Sandpaper Letters to tracing them in fine sand. The teacher and child will begin to identify words that begin with the kuh sound: cat, candle, can, and cap. Seeing the tablets for the letters c, a, and t laid out before her, a child will pronounce each in turn — kuh, aah, tuh: cat!

skilled at keeping the strokes even and staying within the lines.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Language Arts Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

ie

ev

Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Language Enrichment: Vocabulary Development

Objects or images

Expands vocabulary through three-period lessons given by adult or through conversation with other children.

••••

1

Language Arts

Language Enrichment: Vocabulary Development

Classified pictures

Views and discusses cards with adult or another child.

••••

2

Language Arts

Language Enrichment: Vocabulary Development

Classified pictures

Learns the names of the items depicted by the images by means of a three-period lesson.

••••

3

Sorts image cards underneath corresponding scene images.

••••

4

Engages in verbal question-andanswer games of increasing complexity.

••••

5

Shares observations, news, and ideas with the group or individually.

••••

6

Participates in singing rhymes and song.

••••

7

•••

8

•••

9

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Area

6th

ID #

Language Enrichment: Vocabulary Development

Classified pictures

Language Arts

Language Enrichment: Speech

Questioning

Language Arts

Language Enrichment: Speech

News

Language Arts

Language Enrichment: Speech

Rhymes and songs

Language Arts

Language Enrichment: Speech

Storytelling

Language Arts

Language Enrichment: Speech

Word and sound games

Participates in word and sound games (rhymes, word play, riddles, etc.).

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): one object in hand.

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): more than one sound, limited space.

•••

R

11

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): larger unlimited area.

•••

R

12

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): entire visible area.

••

R

13

w

ie

Language Arts

Tells short stories in group time.

C •••

R

10

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Language Arts

Page 1

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): limited area.

••

R

14

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate the internal sounds in words (40/44 key sounds): in entire visible area.

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R

15

Language Arts

Phonemic Awareness

I Spy Game: Objects in environment

Isolates sounds in words, demonstrating an ability to isolate any sound (40/44 key sounds): entire visible area.

•••

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Pr

Area

Sensorial Materials

Language Arts

Handwriting: Preparation 1

Sandpaper Letters: Key Sounds

Language Arts

Handwriting: Preparation 1

Sandpaper Letters: Key Sounds

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

Language Arts

Handwriting: Preparation 2

Metal Insets

ID #

16

Has developed fine-motor control in preparation for handwriting through the various Sensorial preliminary exercises.

•••

Feels Sandpaper Letters using a light, continuous movement of the index and middle fingers of the dominant hand.

•••

18

Associates the letter sound with the symbol, which represents it through playing an "I Spy Game" or participating in three-period lessons.

•••

19

R

17

w

•••

20

Fills in outline drawn with either frame or inset, using a zigzag pattern or colors.

•••

21

Draws a design by rotating the inset or frame and shades.

•••

22

Draws more advanced designs using two or more frames or insets.

•••

C

Works with Metal Insets as presented, drawing an outline with the metal frame, then placing the inset over the outline and drawing another identical outline in a different color.

Designs a longer pattern with repeating shapes and shades. Draws a design by rotating the inset or frame on the diagonal.

Language Arts

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Handwriting: Preparation 1

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Language Arts

R

6th

23

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R

24

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R

25

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: Preparation 2

Metal Insets

Creates various shades of colors when shading designs.

•••

Language Arts

Handwriting: Preparation 2

Metal Insets

Demonstrates control of the pencil when tracing an object and creating designs.

••••

Language Arts

Handwriting: Preparation 3

Large Moveable Alphabet: Choosing Letters

Returns letters to correct space in the box (this is a preparatory exercise that is simply an exercise in visual discrimination).

•••

28

Language Arts

Handwriting: Preparation 3

Large Moveable Uses Large Moveable Alphabet: Alphabet: Choosing to build (encode) words he thinks Letters of himself.

••

29

Language Arts

Handwriting: Preparation 3

Large Moveable Uses Large Moveable Alphabet: Alphabet: Choosing to build (encode) phrases or Letters sentences he thinks of himself.

•••

30

Language Arts

Handwriting: Preparation 3

Medium Moveable Alphabet: Building Words

Encodes words, phrases, and sentences.

•••

31

Language Arts

Handwriting: Preparation 3

Small Moveable Alphabet: Building Paragraphs

Encodes words, phrases, sentences, paragraphs, and short stories.

•••

32

Language Arts

Handwriting: Preparation 4

Blank green board: First writing letters

Practices writing individual numbers and letters, first tracing the sandpaper symbols.

•••

33

Language Arts

Handwriting: Preparation 4

Pencil and paper letters

Writes individual letters with pencil and paper, first tracing the sandpaper symbol.

••

34

Language Arts

Handwriting: Preparation 4

Blank green board: Writes families of letters with First writing - letter similar shapes, first tracing the families sandpaper symbols.

••

35

Language Arts

Handwriting: Preparation 5

Green board with double lines: Positioning letters of the Small Moveable Alphabet

Places letters of the Small Moveable Alphabet between double lines, correctly positioning ascenders and descenders.

••

36

Language Arts

Handwriting: Preparation 5

Green board with double lines: Positioning letters of the Small Moveable Alphabet

Practices writing individual numbers and letters with correct placement of ascenders and descenders.

•••

37

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

R

6th

ID #

26

R

27

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C

Language Arts

Page 3

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: Preparation 6

Consolidation

Sorts letters of the Small Moveable Alphabet into three groups according to ascenders and descenders; checks own work by placing the letters in rows on the lined board.

•••

R

38

Sorts the single-letter Sandpaper Letters into three groups according to ascenders and descenders, then writes the letters on lined paper after tracing each letter.

•••

R

39

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Handwriting: Preparation 6

Consolidation

Language Arts

Handwriting: Preparation 6

Consolidation

Writes, on lined paper, all twentysix single letters after tracing the corresponding Sandpaper Letters.

•••

R

40

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Traces each of the twenty-six capital letters, associating the letter with the sound it represents.

•••

R

41

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Traces each of the twenty-six capital letters, associating the letter with its name.

•••

R

42

Language Arts

Handwriting: Preparation 7

Sandpaper Capitals Pairs the Sandpaper Capitals with and Lower-Case the corresponding lower-case Letters letters.

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R

43

Language Arts

Reading: Words Beginning to 1 decode words

Language Arts

Reading: Words Object box 1: 1 First reading

Language Arts

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ie

ev

Language Arts

Begins to decipher words that have been built with the Large Moveable Alphabet or in a book, etc.

44

Silently reads word as they are written by directress and places them next to the correct object.

••

45

Reading: Words Object box 1: 1 Prepared Word Cards

Works independently with Object Box 1, reading simple words, which are phonetically spelled with sounds represented by only one letter.

•••

46

Language Arts

Reading: Words Activity Words: 1 Written

Silently reads words as they are written by directress and performs the correct action.

Language Arts

Reading: Words Activity Words: Set Works independently with 1 1 Activity Words Set 1, reading the words and performing the actions.

Language Arts

Reading: Words Object box 2: 1 Reading written words

Silently reads words containing twelve key sounds, as they are written by the directress, and places them next to the correct object or picture.

Language Arts

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C

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••

47

•••

48

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Copyright 2012 The Montessori Foundation

R

49


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading: Words Object Box 2: 1 Double-Letter Phonograms Prepared Word Cards

Works independently with Object Box 2; silently reads words containing twelve key sounds and places them next to the correct object or picture.

•••

R

50

Language Arts

Reading: Words Activity Words: 1 Double-Letter Phonograms Prepared Word Cards

Silently reads words containing twelve key sounds, as they are written by the directress, and performs the appropriate action.

•••

R

51

Language Arts

Reading: Words Activity words: 1 Double-Letter Phonograms Prepared Word Cards

Silently reads words containing double- letter phonograms and performs the appropriate actions.

•••

R

52

Language Arts

Reading: Words Puzzle Words: 1 1

Silently reads Puzzle Words after receiving three-period lesson.

•••

R

53

Language Arts

Reading: Books Handmade Books

Silently reads little handmade books.

•••

R

54

Language Arts

Reading: Alphabet

Sandpaper Letters, Displays a knowledge of the Moveable Alphabet, names of the letters of the or Alphabet Strip alphabet.

•••

R

55

Language Arts

Reading: Alphabet

Sandpaper Letters, Can say the names of the letters Moveable Alphabet, of the alphabet in order. or Alphabet Strip

•••

R

56

Language Arts

Reading: Alphabet

Sandpaper Letters, Names a letter of the alphabet Moveable Alphabet, when shown the corresponding or Alphabet Strip symbol.

•••

R

57

Language Arts

Reading: Key Sounds

Key Sound Folders Recognizes symbols on outside of Key Sound Folders as being represented by Sandpaper Letters and double letters; can say corresponding sounds.

•••

R

58

Language Arts

Reading: Key Sounds

Key Sound Folders Reads booklets in Key Sound Folders.

•••

R

59

Language Arts

Reading: Key Sounds

Key Sound Folders Sorts card from any two folders to show that he has memorized the various families of phonograms.

•••

R

60

Language Arts

Reading: Key Sounds

Key Sound Folders Sorts cards from all fourteen folders to show that he has memorized the various families of phonograms.

•••

R

61

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

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C

Language Arts

Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading: Key Sounds

Key Sound Folders: Writes all fourteen key sounds The test and corresponding phonograms.

•••

R

62

Language Arts

Reading: Key Sounds

Phonogram Dictionary

Uses Dictionary of Phonograms when he encounters unknown words in parallel reading activities.

•••

R

63

Language Arts

Reading: Words Puzzle Words: 2 1

Silently reads Puzzle Words after receiving three-period lesson and being made aware of especially interesting aspects; demonstrates interest in and awareness of these points of interest.

•••

R

64

Classified Nomenclature

Reads words using multiple sets of cards, sorted into different categories.

•••

R

65

Classified Nomenclature

Reads definitions using multiple sets of cards, sorted into different categories.

•••

R

66

Reads simple sentences (Command Cards).

•••

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

Reading

Language Arts

ie

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Pr

Area

Command Cards

ID #

67

Reads compound sentences with understanding (Command Cards).

•••

68

Reads complex sentences with understanding (Command Cards).

•••

69

Various materials/books

Reads to others with enjoyment, style, and assurance.

•••

70

Reading

Magazines

Reads magazines.

• • • • • • 71

Language Arts

Reading

Novels

Reads more complex children's books.

Language Arts

Reading

Poetry books

Reads poetry with enjoyment, style, assurance, and understanding.

Language Arts

Function of Words: 1

The Function Games

Participates in Function Games at a verbal (non-written) level.

Command Cards

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Command Cards

6th

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C

Language Arts

• • • • • 72

• • • • • • 73

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Function of Words: 1

Noun Game: Farm Displays an awareness of words which name things through game involving fetching objects.

•••

75

Language Arts

Function of Words: 1

Noun-Article Game: Farm

Displays an awareness of words that name things through game involving fetching objects: “Pick up a pig; give me the dog.”

•••

76

Language Arts

Function of Words: 1

Noun-Adjective Game: Farm

Displays an awareness of words that describe things through game involving objects: “Give me the pink pig; move the brown cow.”

•••

77

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Area

6th

ID #

Function of Words: 1

Conjunction Game: Displays an awareness of the use Farm of conjunctions as a means of joining phrases.

•••

78

Language Arts

Function of Words: 1

Preposition Game: Farm

Displays an awareness of the use of prepositions: “Move the cow behind the horse.”

•••

79

Language Arts

Function of Words: 1

Verb Game: Farm

Displays an awareness of the use of verbs through games with the Farm: “Show me how the dog runs.”

•••

80

Language Arts

Function of Words: 1

Pronoun Game: Farm

Displays an awareness of the use of pronouns through games with the Farm: “There is a pink pig. Please pass it to me.”

•••

81

Language Arts

Dictation

Phonogram Booklets

Reads words from booklets while another child takes dictation.

•••

R

82

Language Arts

Dictation

Phonogram Booklets

Takes dictation from another child reading from the Phonogram Booklets.

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R

83

Language Arts

Reading of Words: 4

Nouns Game: Moveable Objects

Reads words in Noun Box and brings related objects to the work mat.

•••

R

84

Language Arts

Reading of Words: 4

Nouns Game: Immoveable Objects

Reads words and places the labels next to objects in the environment.

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R

85

Language Arts

Reading of Words: 4

Verbs

Reads words and performs the actions.

•••

R

86

Language Arts

Reading of Words: 4

Prepositions

Reads words and moves to place own body in relation to an object (e.g., card reads “over” - child stands on mat; card reads “under” - child goes under a table, etc.).

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R

87

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ie

Language Arts

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C

Language Arts

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Function of Words: 2

Noun Game

Is able to recognize words that are nouns and how they function in a sentence.

Language Arts

Function of Words: 2

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

R

88

Noun-Article Game Is able to recognize the three articles found in the English language and how they function in a sentence.

•••

R

89

Function of Words: 2

Noun-Adjective Game

Is able to recognize words that are adjectives and how they function in a sentence.

•••

R

90

Language Arts

Function of Words: 2

Conjunction Game Is able to recognize words that are conjunctions and how they function in a sentence.

•••

R

91

Language Arts

Function of Words: 2

Preposition Game

Is able to recognize words that are prepositions and how they function in a sentence.

••••

Language Arts

Function of Words: 2

Verb Game

Is able to recognize words that are verbs and how they function in a sentence.

Language Arts

Function of Words: 2

ie

•••••

Pronoun Game

Is able to recognize words that are pronouns and how they function in a sentence.

••••

Language Arts

Word Study: 1

Animals and their homes

Reads and matches the names of animals with their homes.

•••

95

Language Arts

Word Study: 1

Reads and matches the names of animals with their sounds.

•••

96

Language Arts

Word Study: 1

Language Arts

Word Study: 1

Language Arts

Word Study: 1

Language Arts

Word Study: 1

ev

Pr

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R

w

Animals and their sounds

R

92

R

93

94

C

Reads and matches the names of animals with their young.

•••

97

Compound Words

Reads and matches words to create compound words.

•••

98

•••

99

•••

100

Positive, Comparative, and Superlative

Reads and sorts words into corresponding sets of positive, comparative, and superlative.

Collective Nouns: General

Reads and pairs collective nouns with the corresponding noun.

Language Arts

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Animals and their young

Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Word Study: 1

Singular and Plural

Demonstrates an understanding of concept of singular and plural.

•••

101

Language Arts

Word Study: 1

Reads and categorizes words according to singular and plural.

•••

102

Language Arts

Word Study: 1

Reads and categorizes words according to masculine and feminine.

•••

103

Language Arts

Function of Words: 3

Language Arts

Composition: 1 Large or Medium Child composes one-word Moveable Alphabet answers with a Moveable Alphabet in response to a question asked by the teacher.

Language Arts

Composition: 1 Small Moveable Alphabet

Composes phrases with spaces separating individual words.

Language Arts

Composition: 1 Moveable Alphabets: Correcting Spelling

Child composes stories with Moveable Alphabet and asks directress to correct spelling before writing the story on paper.

Language Arts

Composition: 1 Printed Alphabet

Composes sentences with punctuation.

108

Language Arts

Composition: 1 Written Composition

Transcribes own sentences and stories (pencil and paper).

109

Language Arts

Composition: 1 Written Composition

Reads own stories to group during story time.

110

Language Arts

Speaking and Listening Skills

Individual Expression

Is able to express ideas logically, succinctly, and politely.

Language Arts

Speaking and Listening Skills

Individual Expression

Delivers well-organized oral reports.

Language Arts

Speaking and Listening Skills

Individual Expression

Recites short poems, songs, and rhymes from memory.

Pr

Singular and Plural

Masculine and Feminine

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Detective Adjective Plays the Detective Adjective Game Game with adult or other children to demonstrate an understanding of the rule of adjectives in describing objects.

ID #

104

105

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106

107

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Language Arts

6th

•••••

R

R

R 111

• • • • • • 112

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Page 9

Copyright 2012 The Montessori Foundation

R 113


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Speaking and Listening Skills

Individual Expression

Tells stories in logical sequence.

Language Arts

Speaking and Listening Skills

Group Expression

Participates with others in choric reading.

Language Arts

Speaking and Listening Skills

Individual Expression

Presents formal speeches to demonstrate, inform, or entertain.

Language Arts

Speaking and Listening Skills

Individual Expression

Participates in informal dialogue.

• • • • • • • • 117

Language Arts

Speaking and Listening Skills

Individual Expression

Reads a dramatic part in a play.

• • • • • • • • 118

Language Arts

Speaking and Listening Skills

Individual Expression

Conducts an interview.

Language Arts

Speaking and Listening Skills

Individual Understanding

Follows oral instructions.

Language Arts

Speaking and Listening Skills

Individual Understanding

Language Arts

Speaking and Listening Skills

Individual Understanding

Language Arts

Speaking and Listening Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•••

Follows simple one- to two-step commands. Follows complex three- to fivestep commands.

R

R

6th

ID #

R

R

R 114

••• •

R

R 115

• • • • 116

• • • • 119 ••••••

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Pr

Area

•••

R

R

R

R 120

121

R

Individual Listens purposefully and Understanding and responds appropriately in Response conversation.

•••••

R

Speaking and Listening Skills

Individual Listens for details and answers Understanding and questions about information Response presented orally or in a story.

• • • • • • • • • 124

Language Arts

Speaking and Listening Skills

Individual Names the characters in a story. Understanding and Response

••••••

R

R

R 125

Language Arts

Speaking and Listening Skills

Individual Identifies a character’s traits or Understanding and behaviors. Response

•••••

R

R

R 126

Language Arts

R

R

R 122

R

R

R 123

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••••

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Speaking and Listening Skills

Individual Identifies a character’s feelings. Understanding and Response

•••••• •

R

R 127

Language Arts

Speaking and Listening Skills

Individual Retells a story or restates Understanding and directions. Response

••••••

R

R 128

Language Arts

Speaking and Listening Skills

Individual Summarizes the plot of a story. Understanding and Response

••• • •

R 129

Language Arts

Speaking and Listening Skills

Individual Indicates the chronological order Understanding and of events. Response

•••••

Language Arts

Speaking and Listening Skills

Individual Identifies the cause of an event. Understanding and Response

• • • • • • • • • 131

Language Arts

Speaking and Listening Skills

Individual Explains the problem that a Understanding and character faces and how he/she Response resolves it.

•••••• • •

Language Arts

Speaking and Listening Skills

Individual Makes reasonable predictions Understanding and about what will happen next in a Response story.

Language Arts

Speaking and Listening Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ie

ev

Pr

R

R

R

R

6th

ID #

R 130

R 132

R

R

R 133

Individual Identifies the speakers in a Understanding and dialogue. Response

•••••

R

R

R 134

Speaking and Listening Skills

Individual Identifies to whom a pronoun is Understanding and referring. Response

•••••

R

R

R 135

Language Arts

Handwriting: 1

Pencil and Paper

Language Arts

Handwriting: 1

Language Arts

Handwriting: 1

Language Arts

Handwriting: 1

w

•••••

Pencil and Paper

•••

R

Has mastered the ability to write in the school's chosen font: upper-case letters.

•••

R

R

137

Has mastered the ability to space letters appropriately within a word when writing in the school's chosen font.

•••

R

R

138

Has mastered the ability to leave appropriate space between words when writing in the school's chosen font.

•••

R

R

139

R

136

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Pencil and Paper

C

Pencil and Paper

Has mastered the ability to write in the school's chosen font: lower-case letters.

Language Arts

Page 11

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Handwriting: 2

Pencil and Paper

Has mastered the ability to write in cursive form: lower-case letters.

••••

140

Language Arts

Handwriting: 2

Has mastered the ability to write in cursive form: upper-case letters.

••••

141

Language Arts

Handwriting: 2

Has mastered the ability to space letters appropriately within a word when writing in cursive form.

•••••

142

Language Arts

Handwriting: 2

Has mastered the ability to leave appropriate space between words when writing in cursive form.

•••••

143

Language Arts

Handwriting: 2

Language Arts

Handwriting: 3

Calligraphy Pens and Paper

Chooses to use decorative writing in preparing attractive papers, notes, letters, and reports.

Language Arts

Sentence Elements

Grammar Box: 1

Uses the Montessori Grammar Boxes to understand the function of the article in a sentence.

•••

146

Language Arts

Sentence Elements

Grammar Box: 1

Uses the Montessori Grammar Boxes to understand the function of the noun in a sentence.

•••

147

Language Arts

Sentence Elements

Grammar Box: 2

Uses the Montessori Grammar Boxes to understand the function of the adjective in a sentence.

•••

148

Language Arts

Sentence Elements

Grammar Box: 3

Uses the Montessori Grammar Boxes to understand the function of the verb in a sentence.

•••

149

Language Arts

Sentence Elements

Grammar Box: 4

Uses the Montessori Grammar Boxes to understand the function of the preposition in a sentence.

••

150

Language Arts

Sentence Elements

Grammar Box: 5

••

151

Language Arts

Sentence Elements

Grammar Box: 6

••

152

Pr

Pencil and Paper

Pencil and Paper

ev

Pencil and Paper

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pencil and Paper

Writes cursive smoothly and easily.

••• •

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R 144

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Uses the Montessori Grammar Boxes to understand the function of the pronoun in a sentence.

ID #

• • • • 145

ie

Uses the Montessori Grammar Boxes to understand the function of the adverb in a sentence.

R

6th

Page 12

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Sentence Elements

Grammar Box: 7

Uses the Montessori Grammar Boxes to understand the function of the conjunction in a sentence.

••

153

Language Arts

Sentence Elements

Grammar Box: 8

Uses the Montessori Grammar Boxes to understand the function of the interjection in a sentence.

••

154

Language Arts

Function of Words: 2

Verb-Adverb Game Recognizes words that are adverbs and how they function in a sentence.

••

R

155

Language Arts

Sentence Analysis

Sentence Analysis Charts 1 & 2

Understand what makes up a simple sentence by using Charts 1 & 2.

R

R

156

Language Arts

Sentence Analysis

Sentence Analysis Charts 1 & 2

Analyzes simple sentences by using Charts 1 & 2.

R

R

R

157

Language Arts

Sentence Analysis

Sentence Analysis Boxes

Constructs a simple sentence by using the Sentence Analysis Guides

••

R

R

158

Language Arts

Sentence Analysis

Sentence Analysis Charts 3-5

Understands what makes up complex sentences and the variety of adverbial extensions by using Charts 3-5.

• • •

R 159

Language Arts

Sentence Analysis

Sentence Analysis Charts 3-5

Analyzes complex sentences and sentences that contain a variety of adverbial extensions by using Charts 3-5.

• • •

R 160

Language Arts

Sentence Analysis

Sentence Analysis Boxes

Constructs complex sentences and sentences that contain adverbial extensions by using the sentence analysis materials.

• • •

R 161

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards nouns. with varying levels for in-depth study of the noun and noun research

• • • • 162

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards adjectives. with varying levels for in-depth study of the adjective and adjective research

• • • • 163

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards verbs. with varying levels for in-depth study of the verb and verb research

• • • • 164

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards pronouns. with varying levels for in-depth study of the pronoun and pronoun research

• • • • 165

Language Arts

Grammar Study Teacher-made or Identifies the different types of bought Task Cards adverbs. with varying levels for in-depth study of the adverb and adverb research

• • • • 166

Language Arts

Grammar Study Teacher-made materials bought Task Cards/studentdriven materials

• • • • 167

Language Arts

Grammar Study Teacher-made Conjugates common irregular Materials • Prepared verbs. Task Cards and Student-Driven Materials

Language Arts

Grammar Study Teacher-made Declines personal pronouns. Materials • Prepared Task Cards and Student-Driven Materials

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Language Arts

Sentence Diagrams

Language Arts

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Conjugates common regular verbs.

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Area

6th

ID #

• • • • 168

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• • • • • 169

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• • 170

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams compound sentences.

• • 171

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams complex sentences.

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams the main clause and subordinate clauses in a sentence.

Language Arts

Sentence Diagrams

Teacher-made material or bought Task Cards that direct students in these activities

Diagrams the various complements in a sentence.

Language Arts

• • 172

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Diagrams simple sentences.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Reading Appropriate-Level Comprehension Books

Summarizes the plot of a story.

Language Arts

Reading Appropriate-Level Comprehension Books

Names the characters in a story.

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies a character’s traits or behaviors.

• • • • • • • • 177

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the cause of an event.

••••• • •

R 178

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies a character’s feelings.

••• • •

R 179

Language Arts

Reading Appropriate-Level Comprehension Books

Indicates the chronological order of events.

••• •

R 180

Language Arts

Reading Appropriate-Level Comprehension Books

Explains the problem that a character faces and how he/she resolves it.

• • • • • • 181

Language Arts

Reading Appropriate-Level Comprehension Books

Makes reasonable predictions about what will happen next in a story.

• • • • • • 182

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the main idea in a short essay.

••• • •

Language Arts

Reading Appropriate-Level Comprehension Books

Identifies the speakers in a dialogue.

Language Arts

Word Study: 2

Language Arts

Word Study: 2

Language Arts

Word Study: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••••• •

R

R 175

•••••

R

R 176

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Area

R

R

R 183

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••••• •

R

•••

R

R

R 185

Teacher-made Identifies and uses contractions. Materials • Prepared Task Cards and Student-Driven Materials

••• •

R

R 186

Teacher-made Identifies and uses prefixes. Materials • Prepared Task Cards and Student-Driven Materials

••• •

R

R 187

Language Arts

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Teacher-made Identifies and uses compound Materials • Prepared words. Task Cards and Student-Driven Materials

R 184

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R


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Word Study: 2

Teacher-made Identifies and uses suffixes. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 188

Teacher-made Identifies and uses antonyms. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 189

Teacher-made Identifies and uses synonyms. Materials • Prepared Task Cards and Student-Driven Materials

••••• •

R

R 190

••• •

R

R 191

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pr Language Arts

Word Study: 2

Language Arts

Word Study: 2

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Teacher-made Identifies and uses homophones. Materials • Prepared Task Cards and Student-Driven Materials

6th

ID #

Word Study: 2

Language Arts

Word Study: 2

Teacher-made Identifies and uses hyphenated Materials • Prepared words. Task Cards and Student-Driven Materials

• • • • 192

Language Arts

Word Study: 2

Teacher-made Identities common acronyms. Materials • Prepared Task Cards and Student-Driven Materials

• • • • 193

Language Arts

Word Study: 2

Teacher-made Identifies common contractions. Materials • Prepared Task Cards and Student-Driven Materials

• • • • • 194

Language Arts

Word Study: 2

Teacher-made Identifies common abbreviations. Materials • Prepared Task Cards and Student-Driven Materials

• • • • • 195

Language Arts

Word Study: 2

Teacher-made Solves simple crossword puzzles. Materials • Prepared Task Cards and Student-Driven Materials

Language Arts

Word Study: 2

Teacher-made Solves advanced elementary Materials • Prepared crossword puzzles . Task Cards and Student-Driven Materials

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Spelling: 1

Teacher-made Spells words appropriate to level. materials/ bought Task Cards or spelling books/studentdriven materials

Pr

Area

Language Arts

Spelling: 2

Language Arts

Spelling: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Student-driven material

Spells correctly when writing simple sentences.

Student-driven material

Spells correctly when writing complex sentences.

6th

ID #

• • • • • • 198 •• •

R

R 199

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• • • • 200

Spelling: 3

Student-driven material and dictionary

Uses a dictionary to check and correct spelling.

• • • • • 201

Language Arts

Spelling: 3

Student-driven Uses the spell-check feature of material and word word-processing software to processing software check and correct spelling.

• • • • 202

Language Arts

Mechanics

Language Arts

Mechanics

Language Arts

Mechanics

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the comma. Task Cards and Student-Driven Materials

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of quotation marks. Task Cards and Student-Driven Materials

• • • • 207

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: abbreviations. Task Cards and Student-Driven Materials

• •

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Language Arts

Teacher-made Follows correct rules of Materials • Prepared capitalization: initial words in Task Cards and sentences. Student-Driven Materials

••

R

203

Teacher-made Follows correct rules of Materials • Prepared capitalization: proper nouns / Task Cards and pronoun ‘I’. Student-Driven Materials

•••

R

204

Teacher-made Follows correct punctuation Materials • Prepared rules: sentence endings. Task Cards and Student-Driven Materials

••

R

205

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• • • • • 206

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R 208


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: punctuating letters and Task Cards and envelopes. Student-Driven Materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•• •

R

6th

ID #

R 209

Pr Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the colon. Task Cards and Student-Driven Materials

• • • • 210

Language Arts

Mechanics

Teacher-made Follows correct punctuation Materials • Prepared rules: use of the semicolon. Task Cards and Student-Driven Materials

• • • • 211

Teacher-made materials/ bought task cards/student driven materials

• • • • 212

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Language Arts

Mechanics

Follows correct punctuation rules: punctuating “formal” letters and envelopes.

Language Arts

Creative Writing Student-driven material

Writes logical noun phrases.

Language Arts

Creative Writing Student-driven material

Writes logical simple sentences.

Language Arts

Creative Writing Student-driven material

Language Arts

Creative Writing Student-driven material

Language Arts

Creative Writing Student-driven material

Writes creative short stories.

Language Arts

Creative Writing Student-driven material

Writes creative longer stories that follow an organized plot.

Language Arts

Creative Writing Student-driven material

Writes logical compound sentences.

Language Arts

Creative Writing Student-driven material

Writes logical complex sentences.

•••

R

213

R

214

•••

R

215

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Writes captions for pictures.

Writes logical paragraphs.

R

R 216

••••• •

R

R 217

Language Arts

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Creative Writing Student-driven material and thesaurus

Uses a thesaurus to identify alternative words.

Language Arts

Creative Writing Student-driven material

Writes ‘informal’ letters to friends and relatives.

••••• •

Language Arts

Creative Writing Student driven material

Writes creative poems.

• • • • • • • • 223

Language Arts

Creative Writing Student-driven material

Writes ‘formal’ letters to industries, agencies, or government officials.

• • • • 224

Language Arts

Creative Writing Student-driven material

Writes logical three-paragraph essays within the different essay genres.

• • •

Language Arts

Creative Writing Student-driven material

Writes simple creative plays.

Language Arts

Creative Writing Student-driven material

Writes logical five-paragraph essays within the different essay genres.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

• • •

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Pr

Area

R

6th

ID #

R 221

R 222

225

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• • • • • 226

Teacher-made Correctly applies rules of Materials • Prepared alphabetization: by first letter Task Cards and only. Student-Driven Materials

• • 227 ••••

Teacher-made Correctly apples rules of Materials • Prepared alphabetization: by first two Task Cards and letters. Student-Driven Materials

228

229

Teacher-made Correctly applies rules of Materials • Prepared alphabetization: by entire word. Task Cards and Student-Driven Materials

••

230

Teacher-made Has developed basic dictionary Materials • Prepared skills in locating words. Task Cards and Student-Driven Materials

•••

231

Teacher-made Has developed basic dictionary Materials • Prepared skills using guide words. Task Cards and Student-Driven Materials

••

232

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in understanding the simple Task Cards and definition of a word. Student-Driven Materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•••

6th

ID #

233

Pr Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in understanding the Task Cards and multiple definitions of a word. Student-Driven Materials

• • • • 234

Language Arts

Research Skills

Teacher-made Has developed basic dictionary Materials • Prepared skills in the understanding of Task Cards and entry/base words. Student-Driven Materials

• •

R

235

Teacher-made Materials • Prepared Task Cards and Student-Driven Materials

• • •

R 236

ev

Language Arts

Language Arts

Research Skills

Has developed basic dictionary skills in understanding how to determine the parts of speech of a word.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Student-driven Uses cross-references to seek out material and various additional information. reference materials

Language Arts

Research Skills

Student-driven Locates books that offer material and various additional information when reference materials researching a subject.

Language Arts

Research Skills

Reference materials Identifies the information on the title page.

•• •

Teacher-made Uses the encyclopedia to locate Materials • Prepared an article under a given heading. Task Cards and Student-Driven Materials

••

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Teacher-made Determines the number of Materials • Prepared syllables in a word. Task Cards and Student-Driven Materials

Uses the encyclopedia to locate specific answers to given questions in an encyclopedia article.

• •

Language Arts

• •

R

R 239

R

R 240

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Teacher-made Identifies the key information in Materials • Prepared an encyclopedia article. Task Cards and Student-Driven Materials

237

238

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Teacher-made Materials • Prepared Task Cards and Student-Driven Materials

R

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• • • • • 242 ••

R

243


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Language Arts

Research Skills

Reference materials Uses the table of contents.

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Research Skills

Language Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

••

Pr

Reference materials Uses the index.

R

•• • •

Reference materials Copies information from a book.

••

6th

ID #

244

245

246

Reference materials Paraphrases information taken from a resource book into a simple written report.

• • •

247

Reference materials Summarizes information taken from a resource book into a written report.

• • •

248

Research Skills

Reference materials Takes subject notes from reference books, by bullet points onto note cards.

• • • • 249

Language Arts

Research Skills

Student-driven material

• • • • 250

Language Arts

Research Skills

Student-driven material

Outlines information.

• • • • 251

Language Arts

Research Skills

Student-driven material

Proofreads material to identify spelling and grammatical errors.

• • • • 252

Language Arts

Research Skills

Student-driven material

Knows how to cite references in a report.

Language Arts

Research Skills

Student-driven material

Knows how to use footnotes in a report.

Language Arts

Research Skills

Student-driven material

Prepares a bibliography for a report.

Language Arts

Research Skills, Student-driven Writing Skills, material Grammar Skills, Mechanic Skills

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Paraphrases information taken from bullet-point notes and note cards.

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Uses the research and composition skills listed above to consider a given topic in a formal report, using skills of analysis, synthesis, and evaluation.

Language Arts

• • • • 253

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Language Arts

Literature Appreciation

Reading materials/ student driven

Reads independently with enjoyment and appreciation, selecting titles of personal interest.

Language Arts

Literature Appreciation

Reading materials/ student driven

Identifies different genre found in literature.

Language Arts

Literature Appreciation

Reading materials/ student driven

Is able to think and report analytically about literature.

• • • • • • 259

Language Arts

Literature Appreciation

Reading materials/ student driven

Identifies and describes the sections of a newspaper.

• • • • 260

Language Arts

Film Appreciation

Documentary and other Film Media

Identifies different genre found in films.

• • • • 261

Language Arts

Film Appreciation

Documentary and other Film Media

Is able to think and report analytically about films.

Language Arts

Art Appreciation

Interpretation of Art

Identifies various art styles and artists.

• • • • 263

Language Arts

Art Appreciation

Language Arts

Music Appreciation

Interpretation of Music

Language Arts

Music Appreciation

Interpretation of Music

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the claims being made about a product in an advertisement.

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the factual information that is offered to support these claims.

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies the overt or implied message(s) used in the ad’s attempt to persuade you to buy.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • • • • • 257 • • • • 258

• • • • 262

Interpretation of Art

Is able to think and report analytically about art.

• • • • 264

Identifies various music styles and musicians.

• • • • 265

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Is able to think and report analytically about music.

I

• • 267

I

• • 268

I

• • 269

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• • • • 266

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Language Arts

Visual Media Visual Comprehension Media/student driven

Identifies any illogical propositions that an advert is asking the reader to accept.

I

• • 270

Language Arts

Debate/ Persuasion

Debate/student driven

Summarizes the main thrust of a writer or speaker’s proposition in either written or oral argument and debate.

I

• • 271

Language Arts

Debate/ Persuasion

Debate/student driven

Identifies the writer or speaker’s apparent point of view in either written or oral argument and debate.

I

• • 272

I

• • 273

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

Debate/ Persuasion

Debate/student driven

Identifies the factual information that the writer or speaker offers to support his/her proposition in either written or oral argument and debate.

Language Arts

Debate/ Persuasion

Debate/student driven

Identifies any illogical arguments used by the writer or speaker to promote his/her proposition in either written or oral argument and debate.

I

ID #

• 274

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Curriculum Scope & Sequence

Montessori THE

Pr

FOUNDATION

The Math Curriculum

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Students who learn math by rote often have no real understanding or ability to put their skills to use in everyday life. Learning comes much more easily when they work with concrete educational materials that graphically show what is taking place in a given mathematical process.

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Montessori students use hands-on learning materials that make abstract concepts clear and concrete. They can literally see and explore what is going on. The Montessori approach to teaching mathematics offers a clear and logical strategy for helping students understand and develop a sound foundation in mathematics and geometry.

The concrete Montessori Math materials are perhaps the best known and most imitated elements of Dr. Montessori’s work. These elegant and simply lovely materials hold a fascination for most children and adults alike.

They proceed through several levels of abstraction, beginning with concepts and skills that are the most basic foundations of mathematics, presented in the most concrete representation, up through the advanced concepts of secondary mathematics, which are represented in increasing levels of abstraction, until the student grasps them conceptually.

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Unified Math introduces Elementary students to the study of the fundamentals of algebra, geometry, logic, and statistics along with the principles of arithmetic. This study continues over the years, weaving together subjects that traditional schools normally ignore until the secondary grades.

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The Montessori Math curriculum is based on the European tradition of Unified Math, which has only recently begun to be incorporated into the American math curriculum.

Understanding the Scope and Sequence Code ... The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Math Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Counts to 10 by units using the Red and Blue Number Rods.

•••

1

Mathematics Decimal System: Sandpaper Number Numerals Concepts

Recognizes numerals from 0 - 9 using the Sandpaper Numerals.

•••

2

Mathematics Decimal System: Red and Blue Number Number Rods and Concepts Sandpaper Numerals

Associates the numeral to the quantity using the Red and Blue Number Rods and Numeral Cards.

•••

3

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Counts to 9 units using separate units with the Spindle Boxes.

•••

4

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Demonstrates an understanding of Zero as an empty set using the Spindle Boxes.

•••

5

Mathematics Fundamentals of Spindle Boxes the Decimal System: Number Concepts: 1

Represents individual spindles as sets by binding each quantity together with green ribbon, tied in a bow, to form a set of 2, 3, 4, 5 . . . 9 spindles.

••

6

Mathematics Fundamentals of Cards and Counters Counts to 10 by units using the the Decimal Cards and Counters. System: Number Concepts: 1

•••

7

Mathematics Fundamentals of Sequencing the Decimal Numeral Cards System: Number Concepts: 1

Lays out loose numeral cards 1-9 in correct sequence without the use of a control.

•••

8

Mathematics Fundamentals of Cards and Counters Lays out counters to indicate the the Decimal concept of odd and even. System: Number Concepts: 1

•••

9

Mathematics Fundamentals of Cards and Counters Identifies and names odd and the Decimal even quantities. System: Number Concepts: 1

•••

10

Mathematics Fundamentals of the Decimal System: Introduction to Place: Value

•••

11

••

12

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Mathematics Decimal System: Red and Blue Number Number Rods Concepts

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Introduction to the Identifies and names quantities 1, Golden Beads Set 10, 100 and 1,000 using the Golden Beads.

Mathematics Decimal System: Color-Coded Introduction to Number Cards Place Value: 1

Identifies and names numerals for 1, 10, 100, 1,000 using the ColorCoded Number Cards.

Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Associates numeral to quantity 1, 10, 100, 1,000.

••

13

Mathematics Decimal System: Golden Beads Introduction to Place Value: 1

Identifies and names quantities from 1 to 9,999 using the Golden Beads.

••

14

Mathematics Decimal System: Color-Coded Introduction to Number Cards Place Value: 1

Identifies and names numerals from one to 9 999 using the Color-Coded Number Cards according to place value.

••

15

Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

Associates numeral and quantity one to 9,999 using the Golden Beads and Color -Coded Number Cards.

••

16

Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

Demonstrates awareness and understanding of Zero as a place holder.

••

17

Mathematics Fundamentals of Colored Bead Stair the Decimal System: Number Concepts: 2

Associates quantities 1 - 9 with the bars of the Colored Bead Stair.

•••

18

Mathematics Fundamentals of Ten Bead Bars and the Decimal Colored Bead Stair System: Number Concepts: 2

Constructs, identifies, and names the quantities from 11 to 19 (using correct names eleven, twelve, etc.) by using the Golden Bead Ten Bars, and the Colored Bead Stair.

••

R

19

Constructs, identifies and names the numerals from 11 to 19 by units using the Teen Board.

••

R

20

Mathematics Fundamentals of Teen Board, Ten the Decimal Bead Bars and System: Number Colored Bead Stair Concepts: 2

Associates quantities and numerals 11 - 19 using the Teen Boards, Golden Bead Ten Bars, and Colored Bead Stair.

••

R

21

Mathematics Fundamentals of Golden Bead the Decimal Materials System: Number Concepts: 2

Constructs, identifies, and names the quantities from 11 to 99 (using correct names eleven, twelve, etc.) by using the Golden Bead Ten Bars and the Golden Unit Beads.

••

R

22

Mathematics Fundamentals of Ten Board and the Decimal Golden Beads System: Number Concepts: 2

Identifies that one more than nine takes the number to the next ten.

••

R

23

Mathematics Fundamentals of Ten Board, Ten the Decimal Bead Bars, and Unit System: Number Beads Concepts: 2

Associates quantity with numerals, using correct names, 11 to 99 by using the Ten Boards, Golden Bead Ten Bars, and the Golden Unit Beads.

••

R

24

Mathematics Fundamentals of Teen Board the Decimal System: Number Concepts: 2

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Mathematics Decimal System: Golden Beads and Introduction to Number Cards Place Value: 1

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Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Mathematics Fundamentals of Golden Bead the Decimal Materials System: Number Concepts: 2

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••

R

25

Mathematics Decimal System: Constructing Introduction to Quantities with the Place Value: 2 Golden Beads and Number Cards

Constructs, identifies, and names the quantity (naming correctly from left to right), up to 9,999, represented by an assembly of Golden Beads.

••

R

26

Mathematics Decimal System: Reading Quantities Introduction to Constructed with Place Value: 2 the Golden Beads and Number Cards

Constructs, identifies, and names the numerals (naming correctly from left to right), up to 9,999, represented by the Colored Numeral Cards.

••

R

27

Mathematics Fundamentals of The Hundred Chain the Decimal and Arrows System: Number Concepts: 3

Counts from 1 to 100 by units, recognizing the printed numerals on the Number Srrows, using the 100 Chain.

••

R

28

Mathematics Fundamentals of The Hundred Chain Recognizes that 100 is the square the Decimal and Arrows of 10. System: Number Concepts: 3

••

R

29

Mathematics Fundamentals of The Hundred the Decimal Board System: Number Concepts: 3

Counts from 1 to 100 by units, recognizing the printed numerals, using the Hundred Board.

••

R

30

Mathematics Fundamentals of The Hundred the Decimal Board System: Number Concepts: 3

Recognizes patterns in numbers that are not in linear formation.

•••

31

Mathematics Fundamentals of The Thousand the Decimal Chain and Arrows System: Number Concepts: 3

Counts from 1 to 1,000 by units, recognizing the printed numerals on the Number Arrows, using the 1,000 Chain.

••

32

Mathematics Fundamentals of Counting the Bead the Decimal Chains by Units System: Number Concepts: 3

Counts linearly by units, using the Bead Chains of the squares of the numbers 2, 3, 4, 5, 6, 7, 8, 9, and 10.

•••

w

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Pr

Demonstrates an understanding of the concept of change between hierarchies, using additive quantities with Golden Bead Materials.

R

C

Skip Counting by Skip counts by 2’s, 5’s, and 10’s 2’s, 5’s, and 10’s using the Bead Chains. using the Bead Chains and Number Rolls

••

Mathematics Fundamentals of the Decimal System: Number Concepts: 3

Skip Counting by Skip counts by 3’s, 4’s, and 6’s 3’s, 4’s, and 6’s using the Bead Chains. using the Bead Chains and Number Rolls

•••

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Mathematics Fundamentals of the Decimal System: Number Concepts: 3

33

Mathematics

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Copyright 2012 The Montessori Foundation

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34

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Fundamentals of the Decimal System: Number Concepts: 3

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pr

Skip Counting by Skip counts by 7’s, 8’s, and 9’s 7’s, 8’s, and 9’s using the Bead Chains. using the Bead Chains and Number Rolls

Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify written numbers up to 999,999,999.

Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify written numbers up to 999,999,999,999.

ev

Mathematics Decimal System: Numeral Cards Introduction to Place Value: 3

Recognizes and identify quantities up to 999,999,999,999,999.

Mathematics Math Red and Blue Operations: Number Rods Static Addition: 1

Adds two single-digit numbers, where the sum is less than 11, using the Red and Blue Number Rods.

Mathematics Math Golden Bead Operations: Materials Static Addition: 1 Mathematics Math Golden Bead Operations: Materials Static Addition: 1

Stamp Game

I

36

37

• •

38

I

39

40

Adds quantities of up to fourdigit addends, without exchanging, using the Golden Beads.

••

41

Adds quantities of up to fourdigit addends, with exchanging, using the Golden Beads.

•••

R

42

Adds quantities of up to fourdigit addends, without exchanging, using the Stamp Game.

•••

R

43

R

44

••••

45

w Adds quantities of up to fourdigit addends, with exchanging, using the Stamp Game.

Mathematics Math Small Bead Frame Operations: Static Addition: 3

Adds quantities of up to fourdigit addends, without exchanging, using the Small Bead Frame.

Mathematics Math Operations: Dynamic Addition: 3

Small Bead Frame

Adds quantities of up to fourdigit addends, with exchanging, using the Small Bead Frame.

Mathematics Math Operations: Dynamic Addition: 3

Dot Board

Adds quantities of up to fourdigit addends, with exchanging, using the Dot Board,where the sum is less than 9,999.

Mathematics

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Mathematics Math Operations: Dynamic Addition: 2

R

ID #

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ie

Mathematics Math Stamp Game Operations: Static Addition: 2

•••

6th

46

•••

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Math Operations: Static Addition of Seven-Digit Addends: 1

Large Bead Frame

Adds two seven-digit addends, without exchanging, using the Large Bead Frame.

••

48

Mathematics Math Operations: Dynamic Addition of Seven-Digit Addends: 1

Large Bead Frame

Adds two seven-digit addends, with exchanging, using the Large Bead Frame.

••

49

Pr

Lesson/Material

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Demonstrates knowledge of addition facts for two addends between 1-10, using the Snake Game.

•••

R

50

Mathematics Exercises Colored Bead Bars Leading to the Memorization of Math Facts: Addition: 2

Demonstrates knowledge of addition facts for two addends between 1-10, using the Colored Bead Bars.

•••

R

51

Mathematics Exercises Addition Strip Leading to the Board Memorization of Math Facts: Addition: 3

Demonstrates knowledge of addition facts for two addends, the sum of which is no larger than 10, using the Addition Strip Board.

•••

52

Mathematics Exercises Addition Charts Leading to the Memorization of Math Facts: Addition: 4

Demonstrates knowledge of addition facts for two addends between 1-10, using the Addition Charts.

•••

53

Mathematics Exercises Leading to the Memorization of Math Facts: Addition: 5

Demonstrates knowledge of addition facts for two addends between 1-10, without manipulatives.

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Mathematics Exercises Snake Game Leading to the Memorization of Math Facts: Addition: 1

••

C

Abstraction - could be demonstrated by using Stamp Game, Golden Beads and the like, or pencil and paper

R

54

Mathematics Associative and Bead Bars Commutative Properties of Addition

Using the Bead Bars, demonstrates that, when adding any two numbers, the order of the addends can be changed and the total remains the same (2 + 4 = 6 or 4 + 2 = 6).

••••

R

Mathematics Missing Addends: 1

Bead Bars

Solves missing addends in addition problems involving two addends between 1 and 10, using the Bead Bars.

••

R

56

Mathematics Missing Addends: 2

Abstraction: Flash Cards or similar

Demonstrates ability to solve missing addends in addition problems involving two addends between 1 and 10, without manipulatives, using only Flash Cards.

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R

57

R

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55

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Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics The Passage to Abstraction: Addition: 1

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

••

58

Mathematics The Passage to Abstraction: Addition: 2

Abstraction: Pencil Demonstrates ability to solve and paper addition problems with multiple addends up to 9,999,999, without the use of concrete manipulative materials.

••

59

Mathematics Math Operations: Static Subtraction: 1

Golden Bead Materials

Mathematics Math Operations: Static Subtraction: 2

Stamp Game

Mathematics Math Operations: Static Subtraction: 3

Small Bead Frame

Mathematics Math Operations: Dynamic Subtraction: 1

Golden Bead Materials

Mathematics Math Operations: Dynamic Subtraction: 2

Stamp Game

Mathematics Math Operations: Dynamic Subtraction: 3

Small Bead Frame

Subtracts two four-digit numbers, without exchanging, using the Golden Beads .

••

60

Subtracts two four-digit numbers, without exchanging, using the Stamp Game.

•••

61

ev

Pr

Golden Beads, Demonstrates ability to solve Stamp Game, Bead addition problems with two Frames addends totaling up to 9,999, without the use of concrete manipulative materials.

ie

Subtracts two four-digit numbers, without exchanging, using the Small Bead Frame. Subtracts two four-digit numbers, with exchanging, using the Golden Beads.

•• •••

62

63

Subtracts two four-digit numbers, with exchanging, using the Stamp Game.

••

64

Subtracts two four-digit numbers, with exchanging, using the Small Bead Frame.

••

65

w

R

C

Subtracts one seven-digit number from another, without exchanging, using the Golden Beads.

Mathematics Math Large Bead Frame Operations: Static Subtraction of One Seven-Digit Quantity from Another: 2

Subtracts one seven-digit number from another, without exchanging, using the Large Bead Frame.

Mathematics

••

66

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Mathematics Math Golden Bead Operations: Materials Static Subtraction of One Seven-Digit Quantity from Another: 1

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Subtracts one seven-digit number from another, with exchanging, using the Large Bead Frame.

Mathematics Exercises Subtraction Strip Leading to the Board Memorization of Math Facts: Subtraction: 1

Demonstrates knowledge of subtraction facts for two quantities between 1-18, using the Subtraction Strip Board.

•••

R

69

Mathematics Exercises Subtraction Charts Leading to the Memorization of Math Facts: Subtraction: 2

Demonstrates knowledge of subtraction facts for two quantities between 1-18, using the Subtraction Charts.

•••

R

70

Mathematics Exercises Negative Snake Leading to the Game Memorization of Math Facts: Subtraction: 3

Demonstrates knowledge of subtraction facts for two quantities between 1-18, using the Negative Snake Game.

••

71

Mathematics Exercises Bead Bars Leading to the Memorization of Math Facts: Subtraction: 4

Determines the missing factor in a simple subtraction equation that is written, using the Bead Bars: 15 - ___ = 8.

••

72

••

73

••

Mathematics Exercises Leading to the Memorization of Math Facts: Subtraction: 5

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Mathematics Math Large Bead Frame Operations: Dynamic Subtraction of One Seven-Digit Quantity from Another: 1

Abstraction - could Identifies the missing factor in a be demonstrated by simple subtraction equation using Stamp Game, abstractly. Golden Beads and the like, or pencil and paper

68

Solves a written subtraction problem without the use of any concrete manipulative learning materials - numbers up to four digits.

••

74

Mathematics The Passage To Abstraction: Abstraction: Pencil and Subtraction: 2 Paper

Solves a written subtraction problem without the use of any concrete manipulative learning materials - numbers up to seven digits.

••

75

Mathematics Math Golden Bead Operations: Materials Multiplication: 1

Multiplies a quantity using a single-digit multiplier, using the Golden Beads.

••

Mathematics Math Stamp Game Operations: Multiplication: 2

Multiplies a quantity using a single-digit multiplier, using the Stamp Game.

••••

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Mathematics The Passage To Abstraction - could Abstraction: be demonstrated by Subtraction: 1 using Stamp Game, Golden Beads and the like, or pencil and paper

Mathematics

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Copyright 2012 The Montessori Foundation

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76

77


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Multiplies a quantity using a single-digit multiplier, using the Small Bead Frame.

••

78

Mathematics Math Large Bead Frame Operations: Multiplication: 4

Multiplies a quantity using a single-digit multiplier using the Large Bead Frame.

••

79

Mathematics Math Golden Bead Operations: Materials Multiplication: 5

Multiplies a seven-digit number by a single-digit multiplier, using the Golden Beads.

R

80

Mathematics Math Peg Board Operations: Multiplication: 6

Multiplies a seven-digit number by a single-digit multiplier, using the Peg Board.

••

81

Mathematics Math Multiplication Operations: Checkerboard Multiplication: 7

Multiplies a seven-digit number by a single-digit multiplier, using the Multiplication Checkerboard.

••

R

82

Mathematics Math Flat Bead Frame Operations: Multiplication: 8

Multiplies a seven-digit number by a single-digit multiplier using the Flat Bead Frame.

••

R

83

Mathematics Math Golden Bead Operations: Materials Multiplication: 9

Multiplies a seven-digit number by a two-digit multiplier, using the Golden Beads.

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Mathematics Math Small Bead Frame Operations: Multiplication: 3

Stamp Game

Mathematics Math Operations: Multiplication: 11

Peg Board

Mathematics Math Operations: Multiplication: 12

Large Bead Frame

Mathematics Math Operations: Multiplication: 13

Multiplication Checkerboard

Multiplies a seven-digit number by a two-digit multiplier, using the Multiplication Checkerboard.

Mathematics Math Operations: Multiplication: 14

Flat Bead Frame

Multiplies a seven-digit number by a two-digit multiplier, using the Flat Bead Frame.

Mathematics Math Operations: Multiplication: 15

Junior Bank Game

84

Multiplies a seven-digit number by a two-digit multiplier, using the Stamp Game.

R

85

Multiplies a seven-digit number by a two-digit multiplier, using the Peg Board.

R

86

Multiplies a seven-digit number by a two-digit multiplier, using the Large Bead Frame.

R

87

Demonstrates a knowledge of multiplication using the Junior Bank Game.

Mathematics

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Mathematics Math Operations: Multiplication: 10

R

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88

R

89

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R

90


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Abstraction - could be demonstrated by using Stamp Game, Bead Frames, Peg Board, Checkerboard, and the like

Solves a written multiplication problem using multi-digit multipliers, with the use of concrete materials.

R

91

Mathematics Exercises Bead Chains Leading to the Memorization of Math Facts: Multiplication: 1

Demonstrates a knowledge of multiplication facts using the Bead Chains.

•••

R

92

Mathematics Exercises Bead Bars Leading to the Memorization of Math Facts: Multiplication: 2

Demonstrates a knowledge of multiplication facts using the Bead Bars.

•••

R

93

Mathematics Exercises Multiplication Leading to the Charts Memorization of Math Facts: Multiplication: 3

Demonstrates a knowledge of multiplication facts using the Multiplication Charts.

••

R

94

Mathematics Exercises Decanomial Leading to the Memorization of Math Facts: Multiplication: 4

Demonstrates a knowledge of multiplication facts by working with the Decanomial.

••

R

95

Mathematics Exercises Bead Bars Leading to the Memorization of Math Facts: Multiplication: 1

Identifies the missing factor in a simple equation using the Bead Bars.

R

96

Mathematics Exercises Card Sets Leading to the Memorization of Math Facts: Multiplication: 2

Identifies the missing factor in a simple equation using Card Sets.

R

97

Mathematics The Passage to Abstraction: Abstraction: Pencil and Paper Multiplication: 1

Solves a written multiplication problem by multiplying numbers up to four digits by a single-digit multiplier.

• •

98

Mathematics The Passage to Abstraction: Abstraction: Pencil and Paper Multiplication: 2

Solves a written multiplication problem by multiplying numbers up to seven digits by a single-digit multiplier.

• •

99

Mathematics The Passage to Abstraction: Abstraction: Pencil and Paper Multiplication: 3

Solves a written multiplication problem by multiplying numbers up to seven digits by a two-digit multiplier.

• • •

100

Mathematics The Passage to Abstraction: Abstraction: Pencil and Paper Multiplication: 4

Solves a written multiplication problem by multiplying large quantities by multi-digit multipliers.

• • •

R 101

Mathematics Math Operations: Multiplication: 16

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Math Operations: Division: 1

Golden Bead Materials

Divides a four-digit number by a single- digit divisor, with no remainder, using the Golden Beads.

R

102

Mathematics Math Operations: Division: 2

Stamp Game

Divides a four-digit number by a single digit-divisor, with no remainder, using the Stamp Game.

••

103

Mathematics Math Operations: Division: 4

Golden Bead Materials

Divides a four-digit number by a single- digit divisor, with a remainder, using the Golden Beads.

••

104

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Lesson/Material

Mathematics Math Operations: Division: 5

Stamp Game

Mathematics Math Operations: Division: 6

Peg Board

Mathematics Math Operations: Division: 7

Test Tubes/ Rack & Tubes

Mathematics Math Operations: Division: 8

Stamp Game

Mathematics Math Operations: Division: 9

Peg Board

Mathematics Math Operations: Division: 9

Divides a four-digit number by a single- digit divisor, with a remainder, using the Stamp Game.

••

Divides a four-digit number by a single- digit divisor, with a remainder, using the Peg Board.

R

6th

ID #

105

R

106

Divides a four-digit number by a single- digit divisor, with a remainder, using the Long Division Test Tube material.

••

R

107

Divides a seven-digit number by a single- digit divisor, with or without a remainder, using the Stamp Game.

••

R

108

Divides a seven-digit number by a single- digit divisor, with a remainder, using the Peg Board.

••

R

109

Test Tubes/ Rack & Tubes

Divides a seven-digit number by a single- digit divisor, with a remainder, using the Long Division Test Tube material.

••

R

110

Mathematics Math Operations: Division: 10

Stamp Game

Divides a seven-digit number by a two-digit divisor, with or without a remainder, using the Stamp Game.

••

R

111

Mathematics Math Operations: Division: 11

Peg Board

Mathematics Math Operations: Division: 12

Test Tubes/ Rack & Tubes

Divides a seven-digit number by a two-digit divisor, with a remainder, using the Long Division Test Tube material.

Mathematics Math Operations: Division: 13

Stamp Game

Divides a seven-digit number by a three- or four-digit divisor, with or without a remainder, using the Stamp Game.

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Mathematics

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Divides a seven-digit number by a two-digit divisor, with or without a remainder, using the Peg Board.

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Copyright 2012 The Montessori Foundation

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R

112

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R

113

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R

114


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Math Operations: Division: 14

Peg Board

Divides a seven-digit number by a three- or four-digit divisor, with or without a remainder, using the Peg Board.

• •

R

115

Mathematics Math Operations: Division: 15

Test Tubes/ Rack & Tubes

Divides a seven-digit number by a three- or four-digit divisor, with a remainder, using the Long Division Test Tube materials.

• • •

R 116

Pr

Lesson/Material

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Mathematics Exercises Bead Bars Leading to the Memorization of Math Facts: Division: 1

Demonstrates a knowledge of division facts with divisors of 1 -10 using the Bead Bars.

Mathematics Exercises Division Board Leading to the Charts Memorization of Math Facts: Division: 2

6th

ID #

R

R 117

Demonstrates a knowledge of division facts with divisors of 1-9 using the Division Board Charts.

• •

R

R 118

Mathematics Exercises Unit Division Leading to the Board Memorization of Math Facts: Division: 3

Demonstrates a knowledge of division facts with divisors of 1-9 using the Unit Division Board.

• •

R

R 119

Mathematics Exercises Card Sets Leading to the Memorization of Math Facts: Division: 4

Identifies the missing factor in a simple equation using Card Sets.

• • •

R 120

Mathematics The Passage to Abstraction: Division: 1

Abstraction: Pencil and Paper

Solves a written division problem with numbers up to four digits, divided by a single-digit divisor, with no remainder.

• •

R

121

Mathematics The Passage to Abstraction: Division: 2

Abstraction: Pencil and Paper

Solves a written division problem with numbers up to four digits divided by a single-digit divisor, with a remainder.

• •

R

122

Mathematics The Passage to Abstraction: Division: 3

Abstraction: Pencil and Paper

Solves a written division problem with numbers up to seven digits, divided by a single-digit divisor, with or without a remainder.

• •

R

123

Mathematics The Passage to Abstraction: Division: 4

Abstraction: Pencil and Paper

Solves a written division problem with numbers up to seven digits divided by a two-digit divisor, with or without a remainder.

• • •

R 124

Mathematics The Passage to Abstraction: Division: 5

Abstraction: Pencil and Paper

Solves a written division problem with numbers up to seven digits divided by a three- or four-digit divisor, with or without a remainder.

• • •

R 125

Mathematics Exercises Leading to the Understanding of Multiples: 1

Bead Chains

Recognizes common numerals between two different bead chains and is able to develop a definition for multiples.

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Mathematics

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Mathematics Exercises Leading to the Understanding of Multiples: 2

Peg Board

Recognizes common numerals after constructing multiples on the Peg Board.

• •

R

127

Mathematics Exercises Leading to the Understanding of Multiples: 3

Peg Board

• •

R

128

Mathematics Exercises Leading to the Understanding of Multiples: 4

Multiples Chart Bead Stair

Identifies common multiples on the Multiples Chart, using the colored pencils, which coordinate with the colors of the Bead Stair.

• •

R

129

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Mathematics Exercises Leading to the Understanding of Multiples: 5

Peg Board, Multiples Chart

Identifies and describes what a multiple is and what the LCM (lowest common multiple) is when comparing numerals.

• •

R

130

Mathematics Exercises Leading to the Understanding of Factors: 1

Peg Board

Explores all the ways to make two different numerals.

• •

R

131

Mathematics Exercises Leading to the Understanding of Factors: 1

Peg Board

Explores all the ways to make two different numerals and can identify the GCF (greatest common factor) of both numerals.

• •

R

132

Mathematics Exercises Leading to the Understanding of Prime Numbers: 1

Sieve of Eratosthenes

Recognizes and identifies the Prime Numbers below 100 using the Sieve of Eratosthenes.

• • • • 133

Mathematics Exercises Leading to the Understanding of Prime Numbers: 2

Abstraction: Pencil and Paper

Creates a factor tree and identifies the prime factors within the factor tree.

• • • • 134

Mathematics Exercises Leading to the Understanding of Prime Numbers: 3

Abstraction: Pencil and Paper

Creates a factor tree, identifies the prime factors within the factor tree, and writes these factors in exponential notation.

Mathematics Exercises Leading to the Understanding of Prime Numbers: 4

Abstraction: Pencil and Paper

Creates a factor tree, identifies the prime factors within the factor tree, and uses these to identify the LCM of two numerals.

Mathematics Divisibility

Abstraction: Pencil and Paper

Works with and understands the rules of divisibility for 2’s, 5’s, and 10’s.

Abstraction: Pencil and Paper

Works with and understands the rules of divisibility for 4's, 3's, 6's, and 9’s.

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Mathematics Divisibility

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Constructs multiples on the Peg Board and identifies at which number they meet.

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Copyright 2012 The Montessori Foundation

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R 136

• • •

R 137

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R 138


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Fraction Circles and Recognizes fractions using Symbols Fraction Circles and Symbols.

•••

R

R

139

Mathematics Exercises Leading to the Understanding of Fractions: 2

Concrete materials Recognizes fractions using such as pizzas, concrete materials other than the chocolate bars, and Fraction Circles and Symbols. the like

••••

R

140

Mathematics Exercises Leading to the Understanding of Fractions: 3

Fraction Circles

•••

R

141

Recognizes equivalent fractions equaling one whole, using the Fraction Circles.

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Mathematics Exercises Leading to the Understanding of Fractions: 1

R

Fraction Circle Box Recognizes equivalent fractions equaling one whole, using the labeled fraction pieces in the Fraction Circle Box.

•••

R

142

Mathematics Exercises Leading to the Understanding of Fractions: 5

Fraction Circle Box Recognizes equivalent fractions equaling different amounts, using the labeled fraction pieces in the Fraction Circle Box.

•••

R

143

•••

R

144

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Mathematics Exercises Leading to the Understanding of Fractions: 4

Fraction Circle Box Recognizes, matches, and labels and Task Cards equivalent fractions using concrete material, while following commands from Task Cards.

Mathematics Exercises Leading to the Understanding of Fractions: 7

Fraction Circle Box/Pencil and Paper

Identifies different ways to write the numeral 1 in fraction format, using the fraction pieces in the Fraction Circle Box.

Mathematics Exercises Leading to the Understanding of Fractions: 8

Fraction Circle Box/Pencil and Paper

Identifies the numerator and denominator of a fraction.

Mathematics Exercises Leading to the Understanding of Fractions: 9

Abstraction: Pencil and paper & Mortenson Fraction Materials™, if available

Identifies that the numeral 1, written in fraction format (the Multiplicative Identity), is used to form equivalent fractions abstractly.

• •

R

R 147

Formulates the rule for finding equivalencies abstractly and is able to find equivalent fractions abstractly.

• •

R

R 148

• •

R

R 149

• •

R

R 150

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Mathematics Exercises Leading to the Understanding of Fractions: 6

Abstraction: Pencil Identifies that equivalent fractions and Paper & can be reduced using the Mortenson Fraction Multiplicative Identity. Materials™, if available

Mathematics Exercises Abstraction: Leading to the Pencil and Paper Understanding of Fractions: 12

R

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145

146

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Mathematics Exercises Leading to the Understanding of Fractions: 11

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Mathematics Exercises Abstraction: Leading to the Pencil and Paper Understanding of Fractions: 10

• •

Formulates the rule for reducing fractions abstractly and is able to reduce fractions abstractly.

Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Mathematics Exercises Abstraction: Leading to the Pencil and Paper Understanding of Fractions: 13

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• •

R

R 151

Mathematics Exercises Abstraction Leading to the Pencil and Paper Understanding of Fractions: 14

Identifies that the Multiplicative Identity needed to reduce a fraction should be the GCF of the numerator and denominator of a fraction, in order to reduce the fraction completely.

• •

R

R 152

Mathematics Exercises Abstraction: Pencil Leading to the and Paper & Understanding Fraction Circle Box of Fractions: 15

Identifies that when the numerator is larger than the denominator in a fraction,the denominator can divide into the numerator to simplify the number: 12/6=2 (understanding that the fraction bar means to divide).

• • •

R 153

Mathematics Exercises Abstraction: Leading to the Pencil and Paper Understanding of Fractions: 16

Identifies that the remainder in a division problem can be expressed as a fraction, with the remainder serving as the numerator and the divisor as the denominator (understanding that the fraction bar means to divide).

• • •

R 154

Mathematics Exercises Fraction Number Leading to the Lines Understanding of Fractions: 17

Identifies and correctly places fraction labels onto a Number Line.

• • •

R 155

Mathematics Fraction Fraction Circles Operations: Common Denominator: 1

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Identifies that the Multiplicative Identity needed to reduce a fraction is a common factor of the numerator and denominator of a fraction.

••••

Mathematics Fraction Fraction Circle Box Operations: Common Denominator: 2

Adds fractions that share a common denominator, using the fraction pieces from the Fraction Circle Box.

••

Mathematics Fraction Abstraction: Operations: Pencil and Paper Common Denominator: 3

Adds fractions that share a common denominator abstractly.

Mathematics Fraction Fraction Circles Operations: Common Denominator: 4

Subtracts fractions that share a common denominator, using the Fraction Circles.

Mathematics Fraction Fraction Circle Box Operations: Common Denominator: 5

Subtracts fractions that share a common denominator, using the fraction pieces from the Fraction Circle Box.

156

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Adds fractions that share a common denominator, using the Fraction Circles.

157

R

158

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R

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••

R

159

R

160


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Subtracts fractions that share a common denominator abstractly.

Mathematics Fraction Fraction Circle Box Operations: Unlike Denominator: 1

Adds fractions that have unlike denominators, using the fraction pieces from the Fraction Circle Box.

• •

R

162

Mathematics Fraction Abstraction: Operations: Pencil and Paper Unlike Denominator: 2

Adds fractions that have unlike denominators, finding the LCM of the denominators and working abstractly.

• •

R

163

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Mathematics Fraction Abstraction: Operations: Pencil and Paper Common Denominator: 6

R

161

Adds fractions that have unlike denominators, finding the LCM of the denominators AND reducing the answer into the simplest terms.

• •

R

164

Mathematics Fraction Fraction Circle Box Operations: Unlike Denominator: 4

Subtracts fractions that have unlike denominators, using the fraction pieces from the Fraction Circle Box.

• •

R

165

Mathematics Fraction Abstraction: Operations: Pencil and Paper Unlike Denominator: 5

Subtracts fractions that have unlike denominators, finding the LCM of the denominators and working abstractly.

• •

R

166

Mathematics Fraction Abstraction: Operations: Pencil and Paper Unlike Denominator: 6

Subtracts fractions that have unlike denominators, finding the LCM of the denominators and reducing the answer into the simplest terms.

• •

R

167

• • •

R 168

• • •

R 169

• • •

R 170

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Mathematics Fraction Abstraction: Operations: Pencil and Paper Unlike Denominator: 3

Mathematics Fraction Fraction Circle Box Multiplies simple fractions by a Operations: whole number, using the fraction Multiplication: 1 pieces in the Fraction Circle Box.

C

Mathematics Fraction Abstraction: Operations: Pencil and Paper Multiplication: 2

Multiplies simple fractions by a whole number by converting the whole number to a fraction and working abstractly.

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Mathematics Fraction Abstraction: Pencil Multiplies two simple fractions Operations: and Paper & understanding that “of” means Multiplication: 3 Mortenson Fraction multiplication. Materials™, if available Mathematics Fraction Abstraction: Operations: Pencil and Paper Multiplication: 4

Multiplies two simple fractions abstractly and reduces the answer into simplest terms.

• • 171

Mathematics Fraction Abstraction: Operations: Pencil and Paper Multiplication: 5

Multiplies two simple fractions abstractly and cross-factors to simplify the process.

• • 172

Mathematics

Page 15

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Fraction Circle Box Divides simple fractions by a & Skittles whole number, using the fraction pieces in the Fraction Circle Box and Skittles.

• • 173

Mathematics Fraction Operations: Division: 2

Abstraction: Pencil and Paper

Divides simple fractions by a whole number, converting the whole number to a fraction and working abstractly.

• • 174

Mathematics Fraction Operations: Division: 3

Fraction Circle Box Divides two simple fractions, & Fraction Skittles using the Fraction Pieces and Fraction Skittles, understanding that the answer will be what one whole person gets.

• • 175

Mathematics Fraction Operations: Division: 4

Abstraction: Pencil and Paper

Divides two simple fractions and recognizes that there is a pattern that involves multiplying by the inverse.

• • 176

Mathematics Fraction Operations: Division: 5

Abstraction: Pencil and Paper

Divides two simple fractions abstractly by multiplying by the inverse and cross- factoring as needed.

• • 177

Mathematics Fraction Operations: Mixed Number: 1

Fraction Circle Box Adds two mixed-number fractions (with like or unlike denominators), using the fractions from the Fraction Circle Box.

Mathematics Fraction Operations: Mixed Number: 2

Abstraction: Pencil Adds two mixed-number and Paper & fractions (with like or unlike Fraction Circle Box denominators), using the fractions from the Fraction Circle Box, and changes the resulting sum from an improper fraction to a mixed number if necessary.

• • 179

Mathematics Fraction Operations: Mixed Number: 3

Abstraction: Pencil and Paper

Adds two mixed-number fractions (with like or unlike denominators) abstractly and changes the resulting sum from an improper fraction to a mixed number if necessary.

• • 180

Mathematics Fraction Operations: Mixed Number: 4

Abstraction: Pencil Renames the whole-number and Paper & minuend and then subtracts two Fraction Circle Box simple fractions abstractly.

• • 181

Mathematics Fraction Operations: Mixed Number: 5

Abstraction: Pencil and Paper

Subtracts a simple fraction from a mixed-number fraction (with like or unlike denominators) abstractly.

Mathematics Fraction Operations: Mixed Number: 6

Abstraction: Pencil and Paper

Subtracts two mixed-number fractions (with like or unlike denominators).

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Mathematics Fraction Operations: Division: 1

• • 178

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Mathematics

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Fraction Operations: Mixed Number: 7

Abstraction: Pencil and Paper

Multiplies a mixed-number fraction by a fraction abstractly.

• • 184

Mathematics Fraction Operations: Mixed Number: 8

Abstraction: Pencil and Paper

Multiplies two mixed-number fractions abstractly.

• • 185

Mathematics Fraction Operations: Mixed Number: 9

Abstraction: Pencil and Paper

Divides a mixed-number fraction by a fraction abstractly.

• • 186

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

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Lesson/Material

6th

ID #

Mathematics Fraction Operations: Mixed Number: 10

Abstraction: Pencil and Paper

Divides two mixed-number fractions abstractly.

Mathematics Decimal Fractions Concepts: Nomenclature & Recognition

Decimal Fraction Box, Decimal Fraction Board, 1/10th Fraction pieces, Montessori Centesimal Circle, Whole # Cards from Bank Game

Is able to recognize Numeral Cards and place specific quantities on Decimal Fraction Hierarchy Board when teacher guide or fellow student forms numerals up to 999,999.

• • •

R 188

Mathematics Decimal Fractions Concepts: Nomenclature & Recognition

Abstraction: Pencil and Paper & Numerals and Hierarchy Board

Is able to write a quantity as both a fraction and decimal fraction when read a quantity, such as: one-hundredth and so on.

• • •

R 189

Mathematics Decimal Fractions Concepts: Nomenclature & Recognition

Abstraction: Pencil and Paper & Numerals and Hierarchy Board

Is able to write numerals containing both whole number and decimal fractions in expanded notation, both in words and using numerals.

• • •

R 190

• • 187

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Is able to record correct numeral when given number in exponential format, such as: 1/10 to second power and so on.

• • •

R 191

Mathematics Decimal Hierarchy Board, Fractions Numeral Cards, and Concepts: Didactic Quantities Nomenclature & Recognition

Is able to associate from observing quantity on Hierarchy Board the correct numeral and places correct Numeral Cards with Beads/Cubes quantity.

• • •

R 192

Mathematics Decimal Hierarchy Board, Fractions Numeral Cards, and Concepts: Didactic Quantities Nomenclature & Recognition

Is able to form own decimal fraction numerals, lays out quantity on Hierarchy Board, and reads numeral correctly.

• • •

R 193

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Mathematics Decimal Abstraction: Fractions Pencil and Paper Concepts: Nomenclature & Recognition

Mathematics

Page 17

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Pr

Mathematics Decimal Hierarchy Board, Fractions Numeral Cards, and Concepts: Didactic Quantities Nomenclature & Recognition

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Is able to identify decimal fraction numeral given by another person, lays out quantity on Hierarchy Board, and reads numeral correctly.

6th

ID #

• • •

R 194

Abstract: Task Is able to look at a written Cards with Written decimal fraction numeral and Decimal Fractions, change into a vulgar fraction. Progressing from Tenths through Millionths

• • •

R 195

Mathematics Decimal Fractions Concepts: Vulgar Fraction to Decimal Fraction

Abstract: Task Is able to look at a written vulgar Cards with Written fraction quantity and convert into Vulgar Fractions, a decimal fraction numeral. Progressing from Tenths through Millionths

• • •

R 196

Mathematics Decimal Fraction Concepts: Rounding

Hierarchy Board, Task Cards, Abstract Pencil and Paper

Is able to round decimal fractions to the nearer one (whole number) using the Hierarchy Board.

• • • • 197

Mathematics Decimal Fraction Concepts: Rounding

Abstraction: Pencil and Paper

Is able to round decimal fractions to the nearer one without using the Hierarchy Board.

• • 198

Mathematics Decimal Fraction Concepts: Rounding

Abstraction: Pencil and Paper

Is able to round numbers, including decimal fraction place values to the nearer tenth and hundredth.

• • 199

Mathematics Decimal Fraction Concepts: Rounding

Abstraction: Pencil and Paper

Is able to round numbers, including decimal fraction place values to the nearer thousandth, ten thousandth, and hundred thousandth.

• • 200

Mathematics Decimal Fraction Concepts: Rounding

Abstraction: Pencil and Paper

Mathematics Decimal Fraction Operations: Addition: 1

Hierarchy Board, Is able to place quantities on Numeral Cards and Hierarchy Board, add, and record Didactic Quantities sum.

Mathematics Decimal Fraction Operations: Addition: 2

Abstraction: Pencil and Paper

Mathematics Decimal Fraction Operations: Subtraction: 1

Hierarchy Board, Is able to place quantities on Numeral Cards and Hierarchy Board, subtract, and Didactic Quantities record the difference.

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Mathematics Decimal Fractions Concepts: Decimal Fraction to Vulgar Fraction

C

Is able to round numbers, including decimal fraction place values, to the nearer millionth.

Mathematics

• • •

202

• • •

203

• • •

204

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Is able to add numbers containing decimal fractions abstractly (both static and dynamic addition).

• • 201

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Decimal Fraction Operations: Subtraction: 2

Lesson/Material

Curriculum Element

Abstraction: Pencil and Paper

Is able to subtract numbers containing decimal fractions abstractly (both static and dynamic subtraction).

• • •

205

Is able to recognize the commutative property of multiplication when multiplying quantities on the Hierarchy Board, such as: 10x0.2 and 0.2x10.

• • •

R 206

Pr

Mathematics Decimal Hierarchy Board, Fraction Numeral Cards and Operations: Didactic Quantities Multiplication: 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• •

R

207

Mathematics Decimal Abstraction: Fraction Pencil and Paper Operations: Multiplication: 2

Is able to multiply numbers with a decimal fraction multiplicand and whole number multiplier abstractly.

• • •

R 208

Mathematics Decimal Decimal Fraction Fraction Checkerboard Operations: Multiplication: 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier that has a value in tenths.

• • 209

Mathematics Decimal Decimal Fraction Fraction Checkerboard Operations: Multiplication: 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier that has a value in hundredths.

• • 210

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Mathematics Decimal Hierarchy Board, Is able to multiply decimal Fraction Numeral Cards and fraction quantities by whole Operations: Didactic Quantities numbers. Multiplication: 1

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier that has a value that includes a whole number and decimal fraction.

• • 211

Mathematics Decimal Fraction Operations: Multiplication

Abstraction: Pencil and Paper

Is able to multiply any number by a decimal fraction or mixednumber decimal-fraction multiplier abstractly.

• • 212

Mathematics Decimal Fraction Operations: Division: 1

Hierarchy Board, Numeral Cards, Didactic Quantities, and Skittles

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a single-digit whole-number divisor.

• 213

Mathematics Decimal Fraction Operations: Division: 2

Hierarchy Board, Numeral Cards, Didactic Quantities, and Skittles

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a double-digit whole-number divisor.

• 214

Mathematics Decimal Fraction Operations: Division: 3

Abstraction: Pencil and Paper

Is able to divide a decimalfraction number by a wholenumber divisor abstractly.

• 215

Mathematics Decimal Fraction Operations: Division: 4

Hierarchy Board, Numeral Cards, Didactic Quantities, and Skittles

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a decimal-fraction divisor.

Mathematics

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Mathematics Decimal Decimal Fraction Fraction Checkerboard Operations: Multiplication: 3

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• 216


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Decimal Fraction Operations: Division: 5

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Abstraction: Pencil Is able to divide a decimaland Paper fraction number by a decimalfraction divisor abstractly.

6th

ID #

• 217

Is able to understand that a ratio may show a rate and can be written in two ways: either as a fraction or as two numbers separated by a colon and is read with the word ‘to.’

• 218

Mathematics Ratio Concepts: Abstraction: 1 Pencil and Paper

Is able to read a rate and write it in both ratio formats and is able to read the ratio correctly.

• 219

Mathematics Ratio Concepts: Abstraction: 2 Pencil and Paper

Is able to understand that a ratio may compare to quantities and is able to create this scenario, write the comparison in both ratio formats, and is able to read the ratio.

• 220

Mathematics Ratio Concepts: Abstraction: 3 Pencil and Paper

Is able to identify equal ratios and find equivalent ratios, multiplying by the Multiplicative Identity.

Mathematics Ratio Concepts: Abstraction: 3 Pencil and Paper

Is able to find equal ratios by dividing by the Multiplicative Identity.

• 222

Is able to ascertain whether or not cardinal number ratios are equivalent by using cross products: a/b=c/d; then ad=bc.

Is able to ascertain whether ratios containing fractions and/or decimal fractions are equivalent.

• 224 • 225

• 221

Mathematics Cross Products

Abstraction: Pencil and Paper

• 223

Mathematics Cross Products

Abstraction: Pencil and Paper

Mathematics Cross Products

Abstraction: Pencil and Paper

Is able to find either the missing numerator or denominator in a sequence of equivalent ratios.

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to understand that a proportion is a statement of equality between ratios.

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to identify proportions, reads appropriately, and identifies the means and extremes terms.

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to determine if a proportion is true by using the means extremes property (cross products).

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Mathematics Ratio Concepts: Abstraction: 1 Pencil and Paper

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Mathematics

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• 226 • 227 • 228


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to determine if a proportion, written in fraction terms, is true.

• 229

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to determine if a proportion, written in decimalfraction format, is true.

• 230

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to determine whether a true proportion can be set up, working from a word problem.

• 231

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to find the unknown terms in a proportion, using the means extremes property.

• 232

Mathematics Proportion

Abstraction: Pencil and Paper

Is able to complete a scale drawing, using knowledge of proportion and the means extremes property.

• 233

Mathematics Percentages: 1

Abstraction: Pencil and Paper

Understands that a ratio that has a second term of 100 is called a ‘percent.’

• 234

Mathematics Percentages: 1

Abstraction: Pencil and Paper

Expresses ratios in percent terms.

• 235

Mathematics Percentages: 1

Abstraction: Pencil and Paper

Is able to express commonly used ratios, such as:1/3; 1/4; 4/5; 1/6; 3/8; 3/4; 7/8; 1/10; 1/20; and 1/5 in percent terms.

• 236

Mathematics Percentages: 2

Abstraction: Pencil and Paper

Is able to express a decimal fraction in percent terms.

• 237

Mathematics Percentages: 2

Abstraction: Pencil and Paper

Is able to express a fraction in both decimal fraction and percent terms.

• 238

Mathematics Percentages: 2

Abstraction: Pencil and Paper

Is able to express a decimal fraction in both ratio and percent terms.

• 239

Mathematics Percentages: 2

Abstraction: Pencil and Paper

Is able to express a percent as a decimal fraction.

• 240

Mathematics Working with Money: 1

Coins and Bills Reflecting Specific Currency

Identifies and names units of currency.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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ID #

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Mathematics

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Working with Money: 1

Coins and Bills Reflecting Specific Currency

Is able to count units of currency.

Mathematics Working with Money: 1

Coins and Bills Reflecting Specific Currency

Is able to make change with money.

Mathematics Working with Money: 2

Abstraction: Pencil and Paper

Calculates simple interest on a loan or savings account.

• 244

Mathematics Working with Money: 2

Abstraction: Pencil and Paper

Converts US currency into a given foreign currency and vice versa.

• 245

Mathematics Measurement: Length: 1

Straight Edge with Demarcations in Imperial or Metric Measurements

Is able to recognize units of measure on a straight edge.

Mathematics Measurement: Length: 1

Straight Edge with Demarcations in Imperial or Metric Measurements

Is able to use a straight edge to determine the length of various objects.

Mathematics Measurement: Length: 1

Straight Edge with Demarcations in Imperial or Metric Measurements

Is able to round to the nearer unit when using a straight edge to measure various objects.

Mathematics Measurement: Length: 2

Abstraction: Pencil Solves word problems relating to and Paper and measurement of length. Straight Edge As Needed

Mathematics Measurement: Length: 2

Abstraction: Pencil and Paper

Is able to convert between imperial and metric measurement using a conversion table.

Mathematics Measurement: Weight: 1

Instruments of Measure Used to Determine Weight in Imperial or Metric Units of Measure

Is able to recognize units of measure on Balance Scale or the like.

Mathematics Measurement: Weight: 1

Instruments of Measure Used to Determine Weight in Imperial or Metric Units of Measure

Is able to use a variety of instruments of measure to determine the weight of various objects.

Mathematics Measurement: Weight: 2

Abstraction: Pencil Solves word problems relating to and Paper and weight measurement. Instrument of Measure as Needed

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ID #

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242

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R 247

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6th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Mathematics Measurement: Weight: 2

Abstraction: Pencil and Paper

Is able to convert between imperial and metric measurement using a conversion table.

Mathematics Measurement: Volume: 1

Instruments of Is able to recognize units of Measure used to measure on containers used to Determine Volume determine volume. in Imperial or Metric Units of Measure

• • • • • 255

Mathematics Measurement: Volume: 1

Instruments of Is able to use beakers and Measure used to containers, used for measuring Determine Volume volume, to determine volume. in Imperial or Metric Units of Measure

• • • • 256

Instruments of Measure used to Determine Volume in Imperial or Metric Units of Measure

• • • • 257

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Is able to apply knowledge of volume in practical applications, such as cooking, science, and the like.

6th

ID #

• 254

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Instruments of Solves word problems relating to Measure used to volumic measurement. Determine Volume in Imperial or Metric Units of Measure and Abstraction: Pencil and Paper

Mathematics Measurement: Volume: 2

Abstraction: Pencil and Paper

Mathematics Measurement: Thermic: 1

Instruments of Is able to recognize units of Measure Used to measure on a thermometer. Determine Thermic Measurement in Imperial or Metric Units of Measure

Mathematics Measurement: Thermic: 1

Instruments of Is able to use a thermometer to Measure Used to measure temperature. Determine Thermic Measurement in Imperial or Metric Units of Measure

• • 261

Mathematics Measurement: Thermic: 1

Instruments of Measure Used to Determine Thermic Measurement in Imperial or Metric Units of Measure and Abstraction: Paper and Pencil

• • 262

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Mathematics Measurement: Volume: 2

Is able to convert between imperial and metric measurement using a conversion table.

• • 258 • 259

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Is able to apply knowledge of thermic measurement in practical applications, such as science, cooking, and the like.

Mathematics

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Measurement: Thermic: 2

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ID #

Instruments of Solves word problems relating to Measure Used to thermic measurement. Determine Thermic Measurement in Imperial or Metric Units of Measure and Abstraction: Paper and Pencil

• • 263

Instruments of Is able to convert between Measure Used to imperial and metric measurement Determine Thermic using a conversion table. Measurement in Imperial or Metric Units of Measure and Abstraction: Paper and Pencil

• 264

Pr Mathematics Measurement: Thermic: 2

6th

ev Various types of Graphs, Such As: Picture Gaphs, Circle Graphs (Pie Charts), Bar graphs, Line Graphs and Scatter Distributions

Reads graphs and draws conclusions and inferences from the graphically displayed information.

Mathematics Graphs: 2

Various types of Prepares various graphs from Graphs, Such As: written data. Picture Gaphs, Circle Graphs (Pie Charts), Bar graphs, Line Graphs and Scatter Distributions

Mathematics Graphs: 3

Pie Charts

Mathematics Graphs: 4

Various types of Redraws graphs using a different Graphs, Such As: scale. Picture Gaphs, Circle Graphs (Pie Charts), Bar graphs, Line Graphs and Scatter Distributions

Mathematics Graphs: 5

Data Information, Abstraction: Paper and Pencil, Tables

Mathematics Graphs: 6

Coordinate Graphs Understands the values within the quadrants in coordinate graphs.

• • • • • • 265

ie

Mathematics Graphs: 1

w

• • 266

Understands and can prepare pie charts (circle graphs) using percents.

Mathematics

• 268

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Is able to use information to tabulate data.

• 267

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• 269

• • • • 270


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Coordinate Graphs Is able to follow coordinate directions to complete a picture made by coordinates.

• • • • 271

Mathematics Graphs: 6

Coordinate Graphs Identifies the location of a given ordered pair on a grid.

• • 272

Mathematics Graphs: 6

Coordinate Graphs Is able to identify an ordered pair when given a location on a grid.

• • 273

Mathematics Graphs: 6

Coordinate Graphs Locates points for given coordinates and names the coordinates of a given point in any of the four quadrants.

Mathematics Probability

Various TeacherMade Materials and Preferably a Kit with Dice, Pinners and Didactic Materials

Understands that in mathematics many predications can be made and are determined by data collected in a variety of ways; the lesson difficulties will progress each year.

• • • • • • 275

Materials that Can Be Used to Show Averages

Is able to find the average between a set of numbers concretely.

•••

Mathematics Statistics: 1

Abstraction: Paper and Pencil

Is able to find the average of a set of numbers abstractly.

Mathematics Statistics: 2

Data Information, Abstraction: Paper and Pencil

Understands the terms: mean, mode, median.

• • 278

Mathematics Statistics: 2

Abstraction: Paper and Pencil

Determines the mean for given data.

• • 279

Mathematics Statistics: 2

Abstraction: Paper and Pencil

Identifies the mean on a graph.

• • 280

Mathematics Statistics: 3

Abstraction: Paper and Pencil

Determines the mode for given data.

• • 281

Mathematics Statistics: 3

Abstraction: Paper and Pencil

Identifies the mode on a graph.

• • 282

Mathematics Statistics: 4

Abstraction: Pencil and Paper

Determines the median for given data.

• • 283

Mathematics Statistics: 1

• 274

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ie

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Pr

Mathematics Graphs: 6

R

276

• • • • 277

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Mathematics

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Curriculum Element

Mathematics Statistics: 4

Abstraction: Paper and Pencil

Identifies the median on a distribution table.

Mathematics Statistics: 5

Abstraction: Paper and Pencil

Constructs a frequency table.

Mathematics Inequalities: 1

Abstraction: Paper and Pencil

Is familiar with the relationships between simple quantities of equal value: Equal To (=).

•• • •

R 286

Abstraction: Paper and Pencil

Is familiar with the relationships between simple quantities where one is greater than the other: Greater Than (>).

•• • •

R 287

Abstraction: Paper and Pencil

Is familiar with the relationships between simple quantities where one is less than the other: Less Than (<).

••• • •

R 288

Abstraction: Paper and Pencil

Is familiar and works with equal relationships between quantities involving multiple operations: 3x2=3+3.

• • •

R 289

Abstraction: Paper and Pencil

Is familiar and works with relationships between quantities involving multiple operations, where one is greater than the other: 3x4>3+4.

• • •

R 290

Abstraction: Paper and Pencil

Is familiar and works with relationships between quantities involving multiple operations, where one is less than the other: 2x5<9-5.

• • •

R 291

• • •

Pr

Lesson/Material

ie

Area

Mathematics Inequalities: 1

Mathematics Inequalities: 2

Mathematics Inequalities: 2

Negative Snake Game

Is able to work concretely with the Negative Snake Game in working with negative numbers.

Mathematics Negative Numbers: 2

Number Line with Positive and Negative Numbers in Numerical Order

Is able to recognize unsigned numbers represent positive numbers and that negative numbers are to the left of zero on the number line.

Mathematics Negative Numbers: 2

Number Line with Positive and Negative Numbers in Numerical Order

Is able to determine that the same count is used when determining the distance for opposite pairs of numbers to zero: both numbers are equidistant to zero (absolute value).

Mathematics

292

• • 293

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Mathematics Negative Numbers: 1

ID #

• 285

w

Mathematics Inequalities: 2

6th

• • 284

ev

Mathematics Inequalities: 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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• • 294


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Mathematics Negative Numbers: 3

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • 295

Mathematics Negative Numbers: 4

Abstraction: Paper and Pencil

Is able to add and subtract positive and negative numbers.

• • 296

Mathematics Negative Numbers: 4

Abstraction: Paper and Pencil

Is able to multiply positive and negative numbers.

• 297

ev

Pr

Number Line with Is able to name additive inverses Positive and for positive and negative Negative Numbers numbers. in Numerical Order and Abstraction: Paper and Pencil

Abstraction: Paper and Pencil

Is able to name reciprocals for positive and negative numbers.

• 298

Mathematics Negative Numbers: 5

Abstraction: Paper and Pencil

Is able to divide positive and negative numbers.

• 299

ie

Mathematics Negative Numbers: 5

Abstraction: Paper and Pencil

Simplifies expressions using two or more operations and positive and negative numbers.

300

Mathematics Negative Numbers: 7

Abstraction: Pencil and Paper

Recognizes how a negative exponent effects the value of a number.

301

Mathematics Negative Numbers: 7

Abstraction: Pencil and Paper

Is able to solve equations that use exponents with positive and negative values.

302

Mathematics Squaring of Numbers: 1

Bead Chains/Cabinet

Is able to recognize that any number to the second power makes a square using the Bead Chains.

• •

R

303

Mathematics Squaring of Numbers: 1

Bead Bars

Is able to create squares using the Bead Bars.

• •

R

304

Mathematics Squaring of Numbers: 2

Peg Board

Mathematics Squaring of Numbers: 3

Mathematics Squaring of Numbers: 4

w

Mathematics Negative Numbers: 6

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C

Is able to create squares of numbers on the Peg Board that have a value greater than 10.

• • •

Montessori Square Guides and Abstraction: Paper and Pencil

Is able to calculate the square of a binomial using the Montessori Square Guides.

• • • • 306

Abstraction: Paper and Pencil

Is able to calculate the square of a binomial using algebraic nomenclature.

• • 307

Mathematics

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R 305


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Curriculum Element

Mathematics Squaring of Numbers: 4

Abstraction: Paper and Pencil

Is able to calculate the square of a trinomial using algebraic nomenclature.

Mathematics Cubing of Numbers: 1

Bead Chains/Cabinet

Is able to recognize that any number to the third power makes a cube.

• •

R

309

Mathematics Cubing of Numbers: 1

Cubing Material

Is able to recognize that any number to the third power makes a cube using the Cubing Material.

• • •

R 310

Mathematics Cubing of Numbers: 2

Binomial Square Guide, Beads from Bead Cabinet and Abstraction: Paper and Pencil

Mathematics Cubing of Numbers: 2

Cubing Material and Is able to build a new cube from Abstraction: Paper an existing cube; for example, 4 and Pencil cubed to 5 cubed, analyze the work and record the procedure.

Mathematics Cubing of Numbers: 2

Binomial Cube Guide, Binomial Cube and Algebraic Formula

Is able to move from 4 cubed to 7 cubed; for example, analyzing the work using the algebraic formula.

• 313

Mathematics Cubing of Numbers: 3

Abstraction: Paper and Pencil

Is able to calculate the Cube of the Binomial abstractly.

• 314

Mathematics Cubing of Numbers: 3

Abstraction: Paper and Pencil

Is able to calculate the Cube of a Trinomial abstractly.

• 315

Pr

Lesson/Material

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • 308

ev

Is able to calculate the cube of the binomial by using the Binomial Square Guide and Beads from the Bead Cabinet and then analyzing abstractly.

• • 311 • • 312

w

ie

Is able to calculate the square root of a binomial by using the Golden Beads and reading the side of the square.

• • 316

Mathematics Square Roots: 1 Peg Board

Is able to read the side of a square to determine the square root when working with the Peg Board.

• • 317

Mathematics Square Roots: 2 Abstraction: Paper and Pencil

Is able to calculate the square roots of binomials.

Mathematics Square Roots: 2 Abstraction: Paper and Pencil

Is able to calculate the square root of trinomials.

Mathematics Cube Roots: 1

Is able to recognize and calculate cube roots from working with the Cubing Material.

Cubing Material

Mathematics

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Mathematics Square Roots: 1 Golden Beads

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• 318 • 319 • 320


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Cube Roots: 2

Curriculum Element

Abstraction: Paper and Pencil

Is able to calculate the cube root of a binomial.

321

Abstraction: Paper and Pencil

Is able to calculate the cube root of a trinomial.

322

Power of Two Cube

Is able to recognize that the cube is made from 2 to the 9th power.

• •

R

R 323

Bead Chains/Cabinet

Is able to recognize that the chains are powers of the specified number.

• •

R

R 324

Bead Bars

Is able to recognize that the bars can form powers of the specified number.

• •

R

R 325

Pr

Mathematics Cube Roots: 2

Lesson/Material

Mathematics Exponents: 1

ev

Mathematics Exponents: 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Mathematics Exponents: 1

6th

ID #

Abstraction: Paper and Pencil

Is able to evaluate base numbers with positive and negative exponents.

Mathematics Scientific Notation

Abstraction: Paper and Pencil

Converts large whole numbers to scientific notation.

Mathematics Scientific Notation

Abstraction: Paper and Pencil

Mathematics Bases: 1

Teacher-Made Is able to recognize that numbers Materials and Bead can be worked in different bases. Bars

Mathematics Bases: 1

Teacher-Made Is able to count accurately in Materials and Bead different bases. Bars

• • 330

Mathematics Bases: 2

Teacher-Made Is able to add using different Materials and Bead bases. Bars

• 331

Mathematics Bases: 3

Teacher-Made Is able to convert from a base to Materials and Bead base 10. Bars

• 332

Mathematics Irrational Numbers

Abstraction: Paper and Pencil

• 333

w

ie

Mathematics Exponents: 2

Converts very small decimal fractions to scientific notation.

• 327 • 328 • • 329

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Recognizes and finds the value of irrational numbers such as: √2 and π.

Mathematics

• • 326

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Order of Operations

Lesson/Material

Curriculum Element

Abstraction: Paper and Pencil

Solves equations and inequalities containing positive and negative numbers using the order of operations.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Is able to solve word problems relating to addition patterns.

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

Is able to solve word problems relating to multiplication patterns.

ID #

• • 334 • • • • • 335 • • • • 336

ev

Pr

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

6th

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

Is able to solve word problems relating to factors, multiples, and primes.

• • • • 337

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

Is able to solve word problems relating to divisibility.

• • • • 338

ie

Is able to solve word problems relating to fractions.

• • • • 339

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

Is able to solve word problems relating to decimal fractions.

• • 340

Is able to solve word problems relating to geometry concepts.

• • • • 341

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

Is able to solve word problems relating to measurement.

• • • • 342

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to solve word problems relating to distance and time.

• • • • 343

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to use the method of drawing a picture or diagram to solve a problem.

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to use the method of making an organized list to solve a problem.

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to use the method of making a table to solve a problem.

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

w

Mathematics Problem Solving Didactic Materials as Needed and Abstraction: Paper and Pencil

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Mathematics

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Copyright 2012 The Montessori Foundation

• • • • 344 • • • • 345 • • 346


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Is able to use the method of solving a simpler, related problem to solve a more complex problem.

• • 347

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to find a pattern to solve a problem.

• • • • 348

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to use the ‘guess-andcheck’ method in order to solve a problem.

• • • • 349

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to use the method of experimentation in order to solve a problem.

• • • • 350

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to act out a scenario in order to solve a problem.

• • • • 351

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to work backwards in order to solve a problem.

Mathematics Problem Solving Abstraction: Paper and Pencil

Is able to figure out and write an equation in order to solve a problem.

• 353

Is able to alter one's point of view or perspective in order to solve a problem.

• 354

ev

Pr

Mathematics Problem Solving Abstraction: Paper and Pencil

w

ie

• • 352

Mathematics Problem Solving Abstraction: Paper and Pencil

••

R

Mathematics Geometry: Plane Geometric Cabinet Identifies basic geometric shapes Geometric using the shapes in the Geometric Shapes Cabinet.

••

R

Mathematics Geometry: Plane Geometric Cabinet Identifies types of triangles by Geometric their sides using the shapes in the Shapes Geometric Cabinet.

•••

R

R

R

R

355

R

R

R

R

356

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Mathematics Geometry: Plane Geometric Cabinet Introduction to recognition and Geometric nomenclature of geometric Shapes figures using the first presentation tray of geometric shapes.

Mathematics Geometry: Plane Geometric Cabinet Identifies types of triangles by Geometric their angles (right, scalene, Shapes obtuse), using the shapes in the Geometric Cabinet.

Mathematics Geometry: Plane Geometric Cabinet Identifies all of the quadrilaterals Geometric using the shapes in the Geometric Shapes Cabinet.

Mathematics

•••

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Copyright 2012 The Montessori Foundation

R

R

R

R

357

•• •

R

358

R

R

359

R

R


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

•••

R

R

R

R

360

Mathematics Geometry: Plane Geometric Cabinet Identifies circles using the shapes Geometric in the Geometric Cabinet. Shapes

•••

R

R

R

R

361

Mathematics Geometry: Plane Geometric Cabinet Identifies the curved-edged Geometric shapes using the shapes in the Shapes Geometric Cabinet.

•••

R

R

R

R

362

Mathematics Geometry: Plane Geometric Cabinet Differentiates between a circle, Geometric ellipse, and oval using the shapes Shapes in the Geometric Cabinet.

•••

R

R

R

R

363

Mathematics Geometry: Plane Geometric Cabinet Matches shapes from the Geometric & Matching Card Geometric Cabinet to geometric Shapes Set cards with completely colored interior.

•••

R

R

R

R

364

Mathematics Geometry: Plane Geometric Cabinet Matches shapes from the Geometric & Matching Card Geometric Cabinet to geometric Shapes Set cards with thick colored outline.

ie

••

R

365

Mathematics Geometry: Plane Geometric Cabinet Matches shapes from the Geometric & Matching Card Geometric Cabinet to geometric Shapes Set cards with thin colored outline.

••

R

366

Mathematics Geometry: Geometric Solids

Geometric Solids

Identifies a cube, sphere, cylinder, pyramid, and cone.

•••

R

R

R

R

367

Mathematics Geometry: Geometric Solids

Geometric Solids

Identifies a rectangular prism, triangular prism, ovoid, and ellipsoid.

•••

R

R

R

R

368

Mathematics Geometry: Geometric Solids

Geometric Solids

Identifies the faces, edges, and surfaces of solid geometric objects.

I

•• •

R

369

Mathematics Geometry: Constructive Triangle Boxes

Constructive Triangle Box

••••• •

R

370

• •

R

371

• •

R

372

ev

Pr

Mathematics Geometry: Plane Geometric Cabinet Identifies irregular polygons Geometric through the decagon using the Shapes shapes in the Geometric Cabinet.

w

C

Mathematics Geometry: Fractional Three Concepts: Equivalency Insets First Presentation

Identifies fractional equivalencies in relation to plane shapes.

Mathematics Geometry: Fractional Three Concepts: Equivalency Insets Second Presentation

Identifies the symbols for congruency, similarity, and equivalency and the meaning of each in relation to plane shapes.

Mathematics

y op

Identifies congruent, similar shapes by matching sensorially.

I

Page 32

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Mathematics Geometry: Three Concepts: Third Presentation

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• •

R

373

Mathematics Geometry: Equivalence Games

Tangrams

Explores the concepts of congruency, similarity, and equivalence.

• •

R

374

Mathematics Geometry: Triangle As a Constructor

Triangle Box

Explores the reflexive, symmetric, and transitive properties.

• •

R

375

ev

Pr

Fractional Extrapolates the concept of Equivalency Insets, similarity across squares and Ornamental equilateral triangles. Geometry Material, Box of Sticks

Large Hexagon Box Explores the reflexive, symmetric, and transitive properties.

• •

R

376

Mathematics Geometry: Triangle As a Constructor

Small Hexagon Box Explores the reflexive, symmetric, and transitive properties.

• •

R

377

• • •

R 378

ie

Mathematics Geometry: Triangle As a Constructor

Mathematics Geometry: Triangle As a Constructor

Combination of All Explores the reflexive, symmetric, Boxes and transitive properties.

Mathematics Geometry: Lines Any Material that Demonstrates Straight, Curved and Broken Lines

Identifies types of lines.

•••••

R

R 379

Mathematics Geometry: Lines Any Material that Identifies parts of a line. Demonstrates Point of Origin, Endpoints, Rays, Line Segments

••• •

R

R 380

Mathematics Geometry: Lines Any Material that Identifies positions of lines in Demonstrates space. Lines Drawn at Different Angles in Space

••• •

R

R 381

w

R

C

Identifies positions of lines in relation to each other.

• • •

R 382

Mathematics Geometry: Nomenclature of Circles

Fraction Insets or Plastic Fractions from the Elementary Fraction Box

Identifies the parts of a circle.

• • •

R 383

Mathematics Geometry: Nomenclature of Triangles

Geometric Cabinet, Identifies the parts of a triangle. Rectangular Box, Triangle Box, Large Hexagon Box, Small Hexagon Box

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Mathematics Geometry: Lines Any Material that Demonstrates Lines Drawn in Relationship to Each Other

Mathematics

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Copyright 2012 The Montessori Foundation

•• •

R

R 384


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Geometry: Nomenclature of Squares

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geometric Cabinet, Identifies the parts of a square. Fractional Equivalency Insets

6th

ID #

••• •

R

R 385

• •

R

R 386

Mathematics Geometry: Fraction Pieces Identifies different angles, Types of Angles Used in similarities, and congruence. Conjunction with the Montessori Protractor and Geometric Cabinet

• • •

R 387

Mathematics Geometry: Angles

Protractor: Use of a Measures angles with a Montessori protractor. Protractor First, then Use of a Traditional Protractor to Measure Any Angles

• • • • 388

Mathematics Geometry: Angles

Material that Names the relationships between demonstrates two angles. adjacent and vertical angles

• •

Mathematics Geometry: Angles

Angles measuring to 90 and 180 degrees

Mathematics Geometry: Angles

Protractor: Use of a Adds angles. Montessori Protractor First, then Use of a Traditional Protractor to Measure Any Angles for Addition Purposes

Identifies the main types of angles.

w

ie

ev

Pr

Mathematics Geometry: Fraction Pieces Types of Angles Used in Conjunction with the Montessori Protractor

Identifies combinations of angles.

• • 390 • • 391

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Materials from the Identifies the sum of the interior Geometric Cabinet; angles of a triangle or regular Construction Paper, polygon. Scissors, Colored Pencils, Glue

Mathematics

R 389

C

Mathematics Geometry: Lines Any Material that Names angles formed by two and Angles Demon-strates Two straight lines cut by a transversal. Parallel Lines Cut by a Transversal and the Accompany-ing Types of Angles and Angle Relationships Mathematics Geometry: Angles and Plane Shapes

R

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Copyright 2012 The Montessori Foundation

• • 392

• • 393


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Mathematics Advanced Geometry Theory

Book or Story about the History of Pythagorus 'Rope Stretchers'

Introduction to the Pythagorean Theorem.

Mathematics Advanced Geometry Theory

Inset 18 of the 2nd Recognizes the isosceles right Montessori triangle case of the Pythagorean Geometry Cabinet Theorem - sensorial presentation. Materials

395

Mathematics Advanced Geometry Theory

Inset 19 of the 2nd Recognizes the arithmetical (3-4 Montessori -5) case of the Pythagorean Geometry Cabinet Theorem. Materials

396

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Inset 20 of the 2nd Understands Euclid’s Solution of Montessori the Pythagorean Theorem. Geometry Cabinet Materials

Mathematics Geometry: Materials that Construction of Demonstrate the Various Figures Concept of Symmetry

Demonstrates line symmetry in a given shape by folding along its center line.

ID #

• 394

Pr Mathematics Advanced Geometry Theory

6th

397

•••••

R

ie

R

R 398

•• • •

R 399

Constructs a line segment of equal lengths, using a straight edge and a compass.

Mathematics Geometry: Straight Edge, Construction of Compass Various Figures

Constructs an angle of a given measure with a protractor and straightedge.

• • • • 400

Mathematics Geometry: Compass, Fraction Construction of Pieces Various Figures

Bisects an angle with a compass and straightedge.

• • • • 401

Mathematics Geometry: Compass, Straight Construction of Edge Various Figures

Constructs a perpendicular to a line from a point off the line.

• • • • 402

Mathematics Geometry: Compass, Straight Construction of Edge Various Figures

Constructs an equilateral triangle using a compass.

Mathematics Geometry: Compass, Straight Construction of Edge Various Figures

Constructs a triangle given two sides and an angle lying between.

• • • • 404

Mathematics Geometry: Compass, Straight Construction of Edge Various Figures

Constructs a triangle given two angles and the side lying between.

• • • • 405

Mathematics Geometry: Compass, Straight Construction of Edge Various Figures

Bisects a line segment with a compass and straightedge.

• • • • 406

w

Mathematics Geometry: Straight Edge, Construction of Compass Various Figures

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Mathematics

• • • • 403

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Mathematics Geometry: Compass, Straight Construction of Edge, Protractor Various Figures

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Draws a line perpendicular to another line with a straightedge, compass, and protractor.

6th

ID #

• • • • 407 • • • • 408

Mathematics Geometry: Compass Construction of Various Figures

Constructs a circle with a compass.

• • • • 409

Mathematics Geometry: Straight Edge, Set Construction of Square and Various Figures Compass

Constructs a scale model or drawing of an object given a scale to follow.

Mathematics Geometry: Worksheets with Construction of Directions and Various Figures Shapes for Construction

Constructs a variety of polyhedrons.

ev

Pr

Mathematics Geometry: Protractor, Straight Constructs a square with a Construction of Edge protractor and straightedge. Various Figures

• • 410 • • • • 411

Mathematics Geometry: Materials from the Measures the perimeter of Measurement of Geometric Cabinet triangles, quadrilaterals, and Perimeter and Later on polygons. Polygons Found on Task Cards or in Books

ie

••• •

w

Mathematics Geometry: Straight Edge and Measures the radius and diameter Measurement of Possibly a Compass of a circle. Parts of the Circle Montessori Computes arcs. Protractor and Montessori Fraction Pieces

Mathematics Geometry: Measurement of Parts of the Circle

Montessori Circles Measures the circumference of a Found in the circle. Geometric Cabinet and Any Other Materials that Are in the Shape of a Circle

Mathematics Geometry: Area Montessori Yellow Calculates the area of a Area Material and parallelogram. Parallelograms Found in the Geometric Cabinet

Mathematics

• • 414 • • 415

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Mathematics Geometry: Area Montessori Calculates the area of a rectangle. Rectangles Found in the Yellow Area Material and in the Geometric Cabinet

R 412

• • • • 413

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Mathematics Geometry: Measurement of Parts of the Circle

R

• • 416 • • 417

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • 418

Mathematics Geometry: Area Montessori Calculates the area of a triangle. Triangles Found in the Yellow Area Material and Triangles Found in the Geometric Cabinet

• • 419

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of a rhombus.

• • 420

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of a kite.

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of a trapezoid.

• • 422

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of an irregular quadrilateral.

• • 423

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of regular polygons.

• • 424

Mathematics Geometry: Area Teacher-Made Materials to Show Equivalency and How a Formula Is Derived

Calculates the area of any irregular polygon.

ev

Pr

Mathematics Geometry: Area Montessori Squares Calculates the area of a square. Found in the Geometric Cabinet

• • 421

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C

• • 425

Mathematics Geometry: Area 2nd Geometric Calculates the area of a circle. Cabinet (Frac-tion Cabinet) Equivalent Figure material Two Presenta-tions To Show Two Different Ways To Obtain the Area of a Circle Formula

Mathematics

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Copyright 2012 The Montessori Foundation

• 426


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Mathematics Geometry: Volume

Lesson/Material

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• 427

Mathematics Geometry: Volume

Cubing Material Calculates the volume of a Preferably Both the rectangular prism. Volume Box with 250 Cubes and the Volume Box with 1000 Cubes; Other Material May Be Used To Associate with the Volume of the Pink Tower; the Five Yellow Prisms May Also Be Used; Blue Metal Volume Containers; Elementary Geometric Solids

• 428

Mathematics Geometry: Volume

Guide Prism, Regular Square Prism, Sand, Hollow Volume Material

• 429

Mathematics Geometry: Volume

Guide Prism, Can calculate the volume of a Hexagonal Prism, cylinder. Cylinder, Square, Hexagon and Circle from the Geometric Cabinet

Mathematics Geometry: Volume

Right Circular Cone, Cylinder, Rectangular Prism, Square- Based Pyramid, Triangular-Based Pyramid

Mathematics Geometry: Volume

Volume Material, Calculates the volume of a Construction Paper sphere.

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Pr

Cubing Material Calculates the volume of a cube. Preferably Both the Volume Box with 250 Cubes and the Volume Box with 1000 Cubes; Other Material May Be Used To Associate with the Volume of the Pink Tower; the Five Yellow Prisms May Also Be Used; Blue Metal Volume Containers; Elementary Geometric Solids

Calculates the volume of a pyramid.

Mathematics

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Calculates the volume of a cone.

• 430

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Mathematics Geometry: Surface Area

Volume Material, Cubing Material, Pictures of Polyhedra

Calculates the surface area of regular polyhedra.

Mathematics Geometry: Surface Area

Volume Material, Calculates the surface area of a Construction Paper cylinder.

• 434

Mathematics Geometry: Surface Area

Volume Material Calculates the surface area of a and Teacher -Made cone. Materials

• 435

Mathematics Geometry: Surface Area

Volume Material, Calculates the surface area of a Teacher -Made sphere. Materials, and CutOut Inset of the Largest Circle in the Geometric Cabinet

• 436

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• 433

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Pr

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Copyright 2012 The Montessori Foundation


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Curriculum Scope & Sequence

Montessori THE

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FOUNDATION

The Geography Curriculum

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Childrren as young as three begin an early study of physical and cultural geography.

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We have two basic objectives in presenting geography to young children. The first is to help them develop a clearer sense of spatial orientation through enriched and intensive interaction and experience. The second is to encourage children to become aware of and accept other cultures through related experiences in cultural studies.

y op

We study cartography (mapping skills) and physical geography, cultural geography, and economic geography (natural resources, crops, industries, how goods are transported to market). In the early years, we introduce children to these concepts, and build on this knowledge in the later years.

Geography is important both as a necessary conceptual framework and spatial orientation, and as a bridge to the development of the child's understanding and appreciation of the story of humankind and nature. As in other areas of the Montessori curriculum, we first give children the big picture, then move gradually to the details: names of countries, rivers and mountains, and a grasp of the cultures of other lands. The framework is always our relationship to the Earth: how we meet our basic needs (shelter, food, clothing, transportation, defense, ornamentation, and self-expression) under varying geographic conditions.

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Children usually enter school without clear concepts or the vocabulary of spatial relations (up, down, near, far, and so forth). At the same time, young children have a strong need for order in their environment. The order established in a Montessori prepared environment help them to develop these concepts.

Understanding the Scope and Sequence Code ... The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Geography Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

y op

C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Position and Direction

Initial experience: Position

Explores position in space and direction through bodily movement and in the context of the classroom, garden, and playground.

•••

1

2

Pr

Area

Geography

Geography

Explores the school, garden, playground, and neighborhood by means of short walks, where he/she develops an awareness of various features (landmarks) and their position in relation to one another.

•••

Position and Direction

Initial experience: Position

Demonstrates understanding of the basic terms used to describe an object's position in the environment: top, bottom, low, high, lower, higher, in front of, behind, right, left, etc.

•••

Position and Direction

Initial experience: Position

Describes own position and movement with increasing confidence.

•••

4

Geography

Geography

Uses the names of points of interest in their environment with increasing confidence and accuracy.

•••

5

Position and Direction

Initial experience: Position

Views various objects (such as Geometric Solids, historical artifacts) from different angles to begin to develop an awareness that objects look very different from different angles; comments on what he/she notices.

•••

6

Position and Direction

Initial experience: Position

Draws solid objects (e.g., Geometric Solids) from different angles.

•••

7

Position and Direction

Initial experience: Position

Looks at an arrangement of simple objects in a limited space and draws them from above, creating a simple map or plan of their relationship to one another.

•••

8

The Earth: 1

Land, Air and Water

Works with the Land, Air, and Water activity to develop an understanding that the Earth is comprised of three major constituents (air, land, and water); matches images to corresponding containers.

•••

Land, Air and Water

Reads the labels associated with the Land, Air, and Water activity and places them in relation to corresponding containers and/or images.

••

The Earth: 1

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Geography

3

Initial experience: Position

C

Geography

R

Position and Direction

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Geography

ID #

Initial experience: Position

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Geography

6th

Position and Direction

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Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

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Copyright 2012 The Montessori Foundation

9

10


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

The Earth: 1

Land, Air and Water

Explores the Land and Water Globe to gain an understanding that the Earth is comprised of large bodies of land and water surrounded by a shallow blanket of air.

••

11

Land, Air and Water

Distinguish between the representations of land masses and the oceans on the Land and Water Globe.

••

12

Land, Air and Water

Explains that the Earth is shaped like a sphere and is represented in a much smaller scale by a globe, using the Land and Water Globe, the Continent Globe, or a standard school globe.

•••

13

Looks at albums showing classic images of various land and water forms, discussing obvious features and exploring relevant language.

•••

14

Land and water forms

Sensorially explores the various land and water forms through work with the Land Forms materials.

•••

R

15

Land and water forms

Matches the Land Form trays to the corresponding graphic representations and images of land forms.

•••

R

16

Identifies and names the following major land and water forms: island, lake, bay, cape, peninsula, isthmus, strait, archipelago, and system of lakes using either the three-dimensional trays or the cards which correspond with them.

•••

R

17

Land and water forms

Locates examples of each of the land and water forms on the Land and Water Globe.

•••

R

Land and water forms

Reads names of Land and Water Forms and places cards next to the models or corresponding cards.

•••

R

19

Land and water forms

Reads definitions of Land and Water Forms and pairs with the corresponding vocabulary labels.

•••

R

20

Land and water forms

Reads simple Command Cards relating to the Land and Water Forms and demonstrates understanding by carrying out the instruction.

•••

R

21

Pr

Area

Geography

Geography

The Earth: 1

The Earth: 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Geography

Geography

Geography

Geography

The Earth: 1

The Earth: 1

The Earth: 1

The Earth: 1

Land and water forms

Geography

ID #

18

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Geography

The Earth: 1

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Geography

The Earth: 1

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Geography

The Earth: 1

Land and water forms

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Geography

The Earth: 1

6th

Page 2

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

The Earth: 1

Land and water forms

Makes own models of land and water forms using papier maché or clay.

•••

R

22

Land and water forms

Notices (in pictures, videos, or while traveling) that there are other land forms and features in the landscape and wants to know their names; develops an interest in the physical features of the Earth.

•••

R

23

Continents Globe

Identifies and names the continents on the Continents Globe.

••••

24

The Earth: 1

Pr

Geography

Geography

Mapping 1

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Geography

Geography

Geography

Geography

Mapping 1

Mapping 1

Mapping 1

Mapping 2

Mapping 2

Mapping 2

ID #

25

••••

26

World Puzzle Map - Identifies and names the Continents continents using the World Puzzle Map.

••••

27

World Puzzle Map - Identifies and names the oceans Oceans using the World Puzzle Map.

••••

28

Globe and Globe Projection Map

Demonstrates a deepening understanding that the flat maps represent the same land and water features as a globe using a globe projection map.

••••

29

World Puzzle Map - Makes own map of the continents Tracing pieces to tracing the pieces of the World make a map Puzzle Map

••••

30

World Puzzle Map Using the World Puzzle Map, and Outline Control matches the pieces from the Map Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

31

•••••

32

Puzzle Map of the World and the Puzzle Maps of Each Continent

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Geography

Demonstrates a beginning understanding that the flat maps represent the same land and water features as a globe, using a globe, a flattened rubber ball, and the World Puzzle Map.

•••

C

Geography

Globe and Flat Maps

Sensorially explores the World Puzzle Map, removing and replacing the pieces.

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Geography

Mapping 1

World Puzzle Map

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Geography

Mapping 1

6th

Given a continent puzzle pieces from the World Puzzle Map, can find the corresponding Puzzle Map for each continent.

Geography

Page 3

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Mapping 2

Puzzle Map of North America and Outline Control Map

Using the Puzzle Map of North America, matches the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

33

Puzzle Map of North America without Outline Control Map

Constructs the Puzzle Map of North America without using the Outline Control Map.

••••

34

Puzzle Map of North America Names of the Countries

Using the Puzzle Map of North America, identifies and names the countries.

••••

35

Puzzle Map of North America Tracing pieces to make a map

Makes own map of North America, using the pieces of the corresponding Puzzle Map to trace each country.

••••

36

Puzzle Map of North America Reading Names of the Countries

Using the Puzzle Map of North America, reads country names and relates them to the corresponding puzzle pieces.

••••

37

Booklet of countries of North America

Makes own booklets with outlines of countries traced from the Puzzle Map of North America and adds their printed names.

••••

38

Puzzle Map of the United States and Outline Control Map

Constructs the Puzzle Map of the United States without the use of the Outline Control Map.

••••

39

Using the Puzzle Map of South America, matches the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

40

Puzzle Map of the United States Identifes the State they live in

Can identity the puzzle piece for the State in which they live on the Puzzle Map of the United States.

••••

41

Puzzle Map of South America without Outline Control Map

Constructs the Puzzle Map of South America without using the Outline Control Map.

••••

42

Puzzle Map of South America Names of the Countries

Using the Puzzle Map of South America, identifies and names the countries.

••••

43

Puzzle Map of South America Tracing pieces to make a map

Makes own map of South America, using the pieces of the corresponding Puzzle Map to trace each country.

••••

44

Pr

Area

Geography

Geography

Mapping 3

Mapping 3

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

Geography

Geography

Geography

Geography

Mapping 3

Mapping 2

Mapping 2

Mapping 3

Mapping 3

Mapping 3

Puzzle Map of South America and Outline Control Map

Geography

ID #

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Geography

Mapping 4

C

Geography

Mapping 4

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Geography

Mapping 3

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Geography

6th

Page 4

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

Mapping 4

Puzzle Map of South America Reading Names of the Countries

Using the Puzzle Map of South America, reads country names and relates them to the corresponding puzzle pieces.

••••

45

Booklet of countries of South America

Makes own booklets with outlines of countries traced from the Puzzle Map of South America and adds their printed names.

••••

46

Puzzle Map of Using the Puzzle Map of Europe, Europe and Outline matches the pieces from the Control Map Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

47

Puzzle Map of Europe without Outline Control Map

Constructs the Puzzle Map of Europe without using the Outline Control Map.

••••

48

Puzzle Map of Using the Puzzle Map of Europe, Europe - Names of identifies and names the the Countries countries.

••••

49

Mapping 4

Pr

Geography

Geography

Mapping 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Geography

Geography

Geography

Geography

Geography

Mapping 3

Mapping 4

Mapping 2

Mapping 3

Mapping 3

Makes own map of Europe, using the pieces of the corresponding Puzzle Map to trace each country.

••••

50

Puzzle Map of Europe - Reading Names of the Countries

Using the Puzzle Map of Europe, reads country names and relates them to the corresponding puzzle pieces.

••••

51

Puzzle Map of the United States Names of the Countries

Identifies and names the states or provinces of the country.

••

52

Booklet of Makes own booklets with outlines countries of Europe of countries traced from the Puzzle Map of Europe and adds their printed names.

••••

53

Puzzle Map of Asia Using the Puzzle Map of Asia and Outline Control matches the pieces from the Map Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

54

Puzzle Map of Asia Constructs the Puzzle Map of without Outline Asia without using the Outline Control Map Control Map.

••••

55

Puzzle Map of Asia Using the Puzzle Map of Asia - Names of the identifies and names the Countries countries.

••••

56

y op

Geography

Mapping 4

ID #

Puzzle Map of Europe - Tracing pieces to make a map

C

Geography

Mapping 3

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Geography

Mapping 3

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Geography

Mapping 3

6th

Geography

Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Geography

Mapping 3

Puzzle Map of Asia Makes own map of Asia using the - Tracing pieces to pieces of the corresponding make a map Puzzle Map to trace each country.

••••

57

Puzzle Map of Asia Using the Puzzle Map of Asia, - Reading Names of reads country names and relates the Countries them to the corresponding puzzle pieces.

••••

58

Booklet of countries of Asia

••••

59

Mapping 4

Pr

Geography

Geography

Mapping 4

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Makes own booklets with outlines of countries traced from the Puzzle Map of Asia and adds their printed names.

Geography

Geography

Geography

Geography

Geography

Mapping 3

Mapping 3

Mapping 4

Mapping 4

Mapping 2

Mapping 3

••••

60

Puzzle Map of Africa without Outline Control Map

Constructs the Puzzle Map of Africa without using the Outline Control Map.

••••

61

Puzzle Map of Africa - Names of the Countries

Using the Puzzle Map of Africa identifies and names the countries.

••••

62

Puzzle Map of the United States Makes own map of the United States

Makes own map of the United States tracing the whole country onto a large sheet of paper and then tracing the individual states; may label map with names of the states or provinces.

••

63

Puzzle Map of Africa - Tracing pieces to make a map

••••

64

Makes own map of Africa using the pieces of the corresponding Puzzle Map to trace each country.

Puzzle Map of Africa - Reading Names of the Countries

Using the Puzzle Map of Africa reads country names and relates them to the corresponding puzzle pieces.

••••

65

Booklet of countries of Africa

Makes own booklets with outlines of countries traced from the Puzzle Map of Africa and adds their printed names.

••••

66

Puzzle Map of Oceania and Outline Control Map

Using the Puzzle Map of Oceania matches the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map.

••••

67

Puzzle Map of Oceania without Outline Control Map

Constructs the Puzzle Map of Oceania without using the Outline Control Map.

••••

68

Geography

y op

Geography

Mapping 3

Using the Puzzle Map of Africa matches the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map.

C

Geography

Mapping 3

Puzzle Map of Africa and Outline Control Map

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Geography

Mapping 2

ID #

ie

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Geography

6th

Page 6

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Geography

Mapping 3

Puzzle Map of Using the Puzzle Map of Oceania Oceania - Names of identifies and names the the Countries countries.

••••

69

Puzzle Map of Oceania - Tracing pieces to make a map

Makes own map of Oceania using the pieces of the corresponding Puzzle Map to trace each country.

••••

70

Puzzle Map of Oceania - Reading Names of the Countries

Using the Puzzle Map of Oceania reads country names and relates them to the corresponding puzzle pieces.

••••

71

••••

72

Mapping 3

Pr

Geography

Geography

Mapping 4

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Geography

Geography

Geography

Geography

Prepares written name tags to label the states of the United States, placing them on the corresponding Puzzle Map or a blank outline map.

••• • •

R 73

Mapping skills 3 Labeling a blank map of North America

Prepares written name tags to label the countries of North America, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 74

Mapping skills 3 Labeling a blank map of South America

Prepares written name tags to label the countries of South America, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 75

Mapping skills 3 Labeling a blank map of Europe

Prepares written name tags to label the countries of Europe, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 76

Mapping skills 3 Labeling a blank map of Africa

Prepares written name tags to label the countries of Africa, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 77

Mapping skills 3 Labeling a blank map of Asia

Prepares written name tags to label the countries of Asia, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 78

Mapping skills 3 Labeling a blank map of Oceania

Prepares written name tags to label the countries of Oceania, placing them on the corresponding Puzzle Map or blank outline map.

••• • •

R 79

y op

Geography

ID #

Mapping skills 3 Labeling a blank map of the states or provinces of the country in which you live

C

Geography

Makes own booklets with outlines of countries traced from the Puzzle Map of Oceania and adds their printed names.

w

Geography

Booklet of countries of Oceania

ie

Geography

Mapping 4

6th

Geography

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Geography

Mapping skills - Map and Compass Introduction to compass directions 3

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Uses a simple compass to identify the directions north, east, south, and west.

••••

6th

ID #

R

80

Mapping Skills - Map and Compass: Using the Town Game, the child The Town game The Town Game places specific model buildings on 3 a model town, using commands that specify on which corner (NE, NW, SE, SW) of a given intersection they should be placed.

•••

81

Mapping Skills - Reading a map Map Reading 3 determining the distance between two points along a route

Determines the distance along a given route between two points, using the map scale.

• • • • • • 82

Geography

Mapping Skills - Map Reading Determines the size of cities and Map Reading 3 recognizing the size towns on a highway map, using of cities and towns the map key. as portrayed on maps

• • • • • • 83

Geography

Mapping Skills - Map Reading Distinguishes among the kinds of Map Reading 3 recognizing the size roads shown on a highway map, of roadways using the map key. portrayed on maps

• • • • • • 84

Geography

Mapping Skills - Map Reading Locates a point on a detailed Map Reading 3 Lines of Longitude chart given its longitude and and Latitude latitude in degrees, minutes, and seconds.

• • • • • • 85

Geography

Mapping Skills - Map Reading Measures distance between two Map Reading 3 Lines of Longitude points on a globe using a Great and Latitude Circle route.

• • • • • • 86

Geography

Mapping Skills - Map Reading Identifies time zone differences Map Reading 3 Lines of Longitude on a globe using longitude. and Latitude

• • • • • • 87

Geography

Mapping Skills - Map reading Using an Atlas 3 recognizing climate data shown symbolically on maps

• • • • • • 88

Geography

Mapping Skills - GPS mapping tools Explains how GPS navigation Map making 3 systems work.

Geography

Mapping Skills - GPS mapping tools Explains, in simple terms, how a Map making 3 satellite image system, such as Google Earth™, works.

Geography

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of label the countries of North North America America.

Pr

Geography

Geography

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Geography

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C

Uses a pictographic map from an atlas to determine what type of climate(s) exist within a given country.

Page 8

Copyright 2012 The Montessori Foundation

• • • • • • 89 • • • • • • 90 ••• • •

R 91


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Geography

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of identify and labels the capital North America cities of the nations of North America.

••• • •

R 92

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of label the countries of South South America America.

••• • •

R 93

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of identify and labels the capital South America cities of the nations of South America.

••• • •

R 94

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of label the countries of Europe. Europe

••• • •

R 95

Mapping skills 2 Pin Maps: Labeling Using the Pin Maps, the child can the countries of identify and labels the capital Europe cities of the nations of Europe.

••• • •

R 96

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Pr

Geography

Lesson/Material

Geography

ev Geography

Geography

Cultural geography 1

Flags

Cultural geography 1

Flags

Cultural geography 1

Flags

Cultural geography 1

Flags

Cultural geography 1

Flags

Geography

Cultural geography 1

Geography

Geography

Geography

97

••••

Identifies and names the flags of various countries.

99

••• •

100

Identifies and names the flags of many countries from own continent.

• • •

Flags

Draws or makes flags using various media (drawing, tracing, cutting, pasting, etc.).

• • • • 102

Cultural geography 1

Flags

Identifies and names the flags of many countries, including large countries and the countries of origin of all children in the class.

• • •

Cultural geography 1

Flags

Displays an interest in and explores various components of the flags of different countries, noting how certain symbols can give a clue as to the history or location of a country.

• • • • 104

101

y op

Geography

Matches pictures of flags of various countries.

ID #

98

C

Geography

••••

Communicates an awareness of flags as symbols of countries.

w

Geography

Identifies flag of own country.

ie

Geography

6th

Geography

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103


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Cultural geography 1

Flags

Displays an interest in and explores the flags of various associations and other groups (other than countries) as well as some of the uses of flags.

Pr

Area

Geography

Geography

Cultural geography 1

Flags

Cultural geography 1

Flags

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

R 106

Matches the countries of South America with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

••••• • •

R 107

Matches the countries of Europe with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

••••• • •

R 108

Matches the countries of Africa with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

••••• • •

R 109

Matches the countries of Africa with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

••••• • •

R 110

Matches the countries of Oceania with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

••••• • •

R 111

Identifies and matches the flags of the states or provinces of the country in which he or she lives with the corresponding Puzzle Map or blank outline map of the country.

••••• • •

R 112

• • • • • • • • 113

Cultural geography 1

Flags

Cultural geography 1

Flags

Cultural geography 1

Flags

Cultural geography 1

Flags

Geography

Traditional American and International Holidays and Celebrations

Succos

Participates in and describes in increasing detail the origins and meaning of the traditional Israeli celebration of Succos. (Falls between late September and late October) Observed Annually /Celebrated as part of a unit on Israel in Year B

Geography

Traditional American and International Holidays and Celebrations

Oktoberfest

Participates in and describes in increasing detail the origins and meaning of the traditional German celebration of Oktoberfest. Celebrated in Year B.

Geography

w

Geography

ie

Flags

Geography

• • • • 105 ••••• • •

Cultural geography 1

Geography

ID #

Matches the countries of North America with their flags, using the corresponding Puzzle Map, Pin Map, or blank outline map.

ev

Geography

6th

y op

C

Geography

• • • • • • • • 114

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Traditional American and International Holidays and Celebrations

Rosh Hashanah

Participates in and describes in increasing detail the origins and meaning of the traditional Jewish/American holiday of Rosh Hashanah. (Falls between September 5 and October 5) Observed Annually.

• • • • • • • • 115

Traditional American and International Holidays and Celebrations

Yom Kippur

Describes in increasing detail the origins and meaning of the Jewish High Holy Day of Atonement, Yom Kippur. (Falls between September 15 and October 15) Observed Annually.

• • • • • • • • 116

Pr

Area

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Traditional American and International Holidays and Celebrations

Columbus Day

Participates in and describes in increasing detail the origins and meaning of the traditional ItalianAmerican holiday, Columbus Day. (Mid-October) Optional/Observed Annually in the USA.

• • • • • • • • 117

Geography

Traditional American and International Holidays and Celebrations

International Day of Peace

Participates in celebration and discussion of the International Day of Peace. Celebrated annually

• • • • • • • • 118

Geography

Traditional American and International Holidays and Celebrations

International Cultural Festival

Participates in celebration and discussion of International Children’s Day. Celebrated annually (normally in October)

Geography

Traditional American and International Holidays and Celebrations

Halloween

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Halloween. (October 31). Some schools celebrate International Children’s Festival instead of Halloween. Optional or observed annually.

• • • • • • • • 120

Geography

Traditional American and International Holidays and Celebrations

Election Day

Participates in and describes in increasing detail the origins and meaning of Election Day (first Tuesday in November in election years in USA).

• • • • • • • • 121

Geography

Traditional American and International Holidays and Celebrations

Veteran’s Day

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Veteran’s Day (November). Observed annually

• • • • • • • • 122

w

ie

Geography

• • • • • • • • • 119

y op

C

Geography

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Traditional American and International Holidays and Celebrations

Thanksgiving

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Thanksgiving. (3rd Thursday in November). Celebrated annually.

• • • • • • • • 123

Traditional American and International Holidays and Celebrations

Native / Indian Heritage Day

Participates in and describes in increasing detail the origins and meaning of Native American / Indian Heritage Day. It is celebrated on the day after Thanksgiving Day in the USA. Observed annually.

• • • • • • • • 124

Pr

Area

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Traditional American and International Holidays and Celebrations

West African Harvest Festivals

Participates in and describes in increasing detail the origins and meaning of traditional West African Harvest Festivals. Celebrated annually or in Year C.

• • • • • • • • 125

Geography

Traditional American and International Holidays and Celebrations

Diwali

Participates in and describes in increasing detail the origins and meaning of the traditional Indian celebration of Diwali. Celebrated in Year C.

• • • • • • • • 126

Geography

Traditional American and International Holidays and Celebrations

Hanukkah

Describes in increasing detail the origins and meaning of the traditional Jewish/American holiday, Hanukkah (November or December). Observed annually.

• • • • • • • • 127

Geography

Traditional American and International Holidays and Celebrations

Kwanzaa

Describes in increasing detail the origins and meaning of the traditional African/American celebration of Kwanzaa. Observed annually.

• • • • • • • • 128

Geography

Traditional American and International Holidays and Celebrations

Traditional American Christmas

Participates in and describes in increasing detail the origins and meaning of the traditional Christian/American celebration of Christmas. (December 25). Observed annually.

• • • • • • • • 129

Geography

Traditional American and International Holidays and Celebrations

European Describes the origins and Christmas traditions meaning of the traditional ways Christmas is celebrated in the Europe. Year B.

• • • • • • • • 130

Geography

Traditional American and International Holidays and Celebrations

Martin Luther King’s Day and Black History Month

w

ie

Geography

Geography

y op

C

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Martin Luther King’s Day (January 15) and Black History Month (February). Celebrated annually.

• • • • • • • • 131

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Traditional American and International Holidays and Celebrations

Three Kings Day

Describes the origins and meaning of the traditional Mexican celebration of Three Kings Day (January). Observed in Year A.

• • • • • • • • 132

Geography

Traditional American and International Holidays and Celebrations

Inauguration Day

Participates in and describes in increasing detail the origins and meaning of the American celebration of Inauguration Day (every four years after a Presidential election; occurs in January).

• • • • • • • • 133

Geography

Traditional American and International Holidays and Celebrations

Ground Hog Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Ground Hog Day (February). Observed annually.

• • • • • • • • 134

Geography

Traditional American and International Holidays and Celebrations

Chinese New Year

Participates in and describes in increasing detail the origins and meaning of the traditional celebration of Chinese New Year. (January or February) Celebrated annually in some schools or in Year C.

• • • • • • • • 135

Geography

Traditional American and International Holidays and Celebrations

Abraham Lincoln’s Participates in and describes in Birthday increasing detail the origins and meaning of the traditional American celebration of Abraham Lincoln’s Birthday (February 12). Observed annually.

• • • • • • • • 136

Geography

Traditional American and International Holidays and Celebrations

Valentine’s Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Valentine’s Day (February 14). Celebrated annually.

• • • • • • • • 137

Geography

Traditional American and International Holidays and Celebrations

Carnival/Mardi Gras

Participates in and describes in increasing detail the origins and meaning of the traditional Brazilian celebrations of Carnival/Mardi Gras (February/March). Celebrated annually or in Year A.

• • • • • • • • 138

Geography

Traditional American and International Holidays and Celebrations

George Washington’s Birthday

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of George Washington’s Birthday (February 22). Observed annually.

• • • • • • • • 139

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

w

ie

ev

Pr

Area

6th

ID #

y op

C

Geography

Page 13

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Traditional American and International Holidays and Celebrations

Canadian Heritage Day

Participates in and describes in increasing detail the origins and meaning of the traditional Canadian Heritage Day. Heritage Day is celebrated in Canada on the third Monday of every February. Observed in Year A.

Geography

Traditional American and International Holidays and Celebrations

Montessori Week

Participates in celebration and discussion of Montessori Education Week: The story of Maria Montessori. Observed annually in late February.

Geography

Traditional American and International Holidays and Celebrations

St. Patrick’s Day

Participates in and describes in increasing detail the origins and meaning of the traditional Irish/American celebration of St. Patrick’s Day (March). Celebrated annually/Celebrated as part of a unit on Ireland in Year B

• • • • • • • • 142

Geography

Traditional American and International Holidays and Celebrations

Japanese celebration Participates in and describes in of Boys’ and Girls’ increasing detail the origins and Days meaning of the traditional Japanese celebration of Boys’ and Girls’ Days. Celebrated in Year C.

• • • • • • • • 143

Geography

Traditional American and International Holidays and Celebrations

Passover

Participates in and describes in increasing detail the origins and meaning of the traditional Jewish/American holiday of Passover. (March/April). Observed annually.

• • • • • • • • 144

Geography

Traditional American and International Holidays and Celebrations

Easter

Participates in and describes in increasing detail the origins and meaning of the traditional Christian/American celebration of Easter (March/April). Observed annually.

• • • • • • • • 145

Geography

Traditional American and International Holidays and Celebrations

Sham El Nessim, which means "Smelling of the Breeze”

Participates in and describes in increasing detail the origins and meaning of the traditional spring Egyptian celebration of Sham El Nessim, which means “Smelling of the Breeze.” Celebrated in Year C.

• • • • • • • • 146

Geography

Traditional American and International Holidays and Celebrations

Arbor Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Arbor Day. Observed annually.

Geography

Traditional American and International Holidays and Celebrations

Earth Day

Participates in celebration and discussion of Earth Day. Montessori schools often celebrate Earth Day and Arbor Day together as one festival. Celebrated annually in April

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • • • • • 140 • • • • • • • • • 141

w

ie

ev

Pr

Area

y op

C

Geography

• • • • • • • • 147

• • • • • • • • • 148

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Traditional American and International Holidays and Celebrations

Cinco de Mayo

Participates in and describes in increasing detail the origins and meaning of the traditional Mexican/American celebration of Cinço de Mayo (May 5). Observed annually / Observed in Year A as part of a unit on Mexico.

• • • • • • • • 149

Traditional American and International Holidays and Celebrations

Mother’s Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Mother’s Day (May). Observed annually.

• • • • • • • • 150

Geography

Traditional American and International Holidays and Celebrations

Father’s Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Father’s Day (June). Observed annually.

• • • • • • • • 151

Geography

Traditional American and International Holidays and Celebrations

Flag Day

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Flag Day (June). Observed annually.

• • • • • • • • 152

Geography

Cultural Geography 2

Continent Studies

Explores contents of the various Treasure Boxes containing artifacts.

•••

Cultural Geography 2

Continent Studies

Geography

Cultural Geography 3 Research and Reports

Lessons in gathering information from age-appropriate resource materials

Geography

Cultural Geography 3 Research and Reports

Lessons in Prepares bulletin board reports organizing and on given countries from around preparing bulletin the world. board presentations

Geography

Cultural Geography 3 Research and Reports

Continent Studies

Geography

Cultural Geography 3 Research and Reports

Continent Studies

Is able to do an in-depth country research pertaining to a specific country of study.

Geography

Cultural Geography 3 Research and Reports

Lessons in preparing digital presentations to support an oral report

Uses Power Point™, or similar digital presentation software, to prepare presentations that illustrate and enhance oral reports.

Pr

Area

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

w

ie

ev Geography

Identifies different styles of dress, housing, transport, and foods as belonging to a specific country of study.

R

••••

ID #

153

R

154

• • • • • • 155 • • • • 156

y op

C

Investigates and gathers information about the physical and cultural geography of the nations of the world from the encyclopedia and classroom resource books.

6th

Is able to do a simple country research pertaining to a specific country of study.

Geography

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Copyright 2012 The Montessori Foundation

•••

157

• • • • 158

• • • • • • 159


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Geography

Cultural Geography 3 Research and Reports

Lessons in giving Prepares and gives oral reports on oral presentations given countries from around the and age-appropriate world. resource materials

Geography

Cultural Geography 4 Research and Reports

Continent Studies

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • • 160

Studies the flags from each country included in the continent of study; researches the history of the countries’ flags or researches the history of a specific country’s flag; includes the reason for the design and the color of the flag/s; draws and colors the flag/s; and includes whether the flag has changed from the original flag and an explanation of the reasons for change.

• • 161

Studies the different animals and their habitats across a continent. All aspects about the animal/s such as habitat, life cycle, characteristics, environmental impact on humans, and the impact of humans on the animal are included in the study.

• • 162

Studies the different plant species/native plants and their habitats across the continent. All aspects about the plants, such as habitat, life cycle, characteristics, environmental impact on humans, and impact of humans on the species are included in the study.

• • 163

• • 164

ev

Pr

Area

Cultural Geography 4 Research and Reports

Continent Studies

Geography

Cultural Geography 4 Research and Reports

Continent Studies

Geography

Cultural Geography 4 Research and Reports

Continent Studies

Studies Land and Water Forms of a continent (physical geography of the continent). Study includes the continent’s climate and all aspects of meteorology; includes a large detailed physical map of the continent.

Geography

Cultural Geography 4 Research and Reports

Continent Studies

Studies the political geography of a region. This research includes detailed information about the various governments in a certain region or an entire continent. This would probably become a compare/contrast type report. An individual country’s government could also be studied, including a timeline through present-day history about the government.

w

ie

Geography

y op

C

Geography

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Copyright 2012 The Montessori Foundation

• • 165


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Cultural Geography 4 Research and Reports

Continent Studies

Studies the economics of a specific country or region, including information on the various types of goods manufactured/ grown/mined in a specific country or region; researches the various aspects of imports and exports and the impact they have on the country’s economy.

• • 166

Completes an in-depth study so as to be able to draw, label, and color a variety of maps about the continent of study. Maps may include: political map, physical map, biome map, map of animals, map of plants, economic map, map of archeological sites, map of ancient civilizations.

• • 167

Pr

Area

Geography

Continent Studies

ev

Cultural Geography 4 Research and Reports

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

Geography

Identifies and matches the flag of the state or province in which he or she lives with a corresponding Puzzle Map or blank outline map of the country.

••••

169

Mapping Skills 4 Model Town or Farm: Matching the layout of model building on two matching map boards

Duplicates a layout from one map board to another, with both boards placed side by side and oriented in the same direction.

••••

170

Mapping Skills 4 Model Town or Farm: Matching the layout of model building on two matching map boards

Using the Model Town or Farm, the child duplicates a layout from one board to another, with the two boards separated and oriented in opposite directions.

••••

171

Mapping Skills 4 Model Town or Farm: Matching the layout of model building on two matching map boards

Using the Model Town or Farm, the child duplicates a layout on one board when given a photograph of a layout of the buildings set up on a duplicate board.

••••

172

Mapping Skills 5 Mapping

Using a scale model of the classroom, the child duplicates the layout of the furniture in the classroom on a simple scale model.

••••

173

R 168

y op

Geography

Mapping Skills 4 Flag of the state or province in which one lives

••• • •

C

Geography

Locates a given country on a detailed map.

w

Geography

ID #

Mapping Skills - World Maps Map Reading

ie

Geography

6th

Geography

Page 17

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Geography

Mapping Skills 5 Model Town or Farm: Matching the layout of model building on two matching map boards

Using the Model Town or Farm, the child duplicates a layout from one board to another, using drawings of each of the buildings to represent the threedimensional model buildings found on the other.

••••

174

Mapping Skills - Map and Compass Introduction to Introduction Compass Directions 1

Identifies the North and South Poles on the Continent Globe and distinguishes between ‘movement’ on the globe in a northerly or southerly direction.

••••

175

Mapping Skills - Map and Compass - Identifies the north, south, east, Introduction to Introduction and west walls of the classroom. Compass Directions 1

••••

176

Mapping Skills - Map and Compass - On ‘command,’ the child moves Introduction to Introduction X-steps north, east, south, or Compass west in the classroom. Directions 1

••••

177

Mapping Skills - Map and Compass - Identifies the directions north, Introduction to Introduction east, south, and west outside on Compass the playground. Directions 1

••••

178

Mapping Skills - Map and Compass Introduction to Compass Directions 2

Understands and demonstrates the concept of moving to the north, south, east, and west on a map.

••••

R

179

Using a simple compass, on command, the child can move Xsteps north, east, south, or west in the classroom or outside.

••••

R

180

Mapping Skills - Map and Compass Using a Compass 1

Using a simple compass, the child can identify the directions northeast, northwest, southeast, and southwest outside.

••

R

181

Mapping Skills - Map and Compass Using a Compass 2

Identifies the relative position of any point on a map as being north, northeast, east, southeast, south, southwest, west, or northwest of any other given point.

••

R

182

Pr

Area

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

Geography

Geography

Geography

Mapping Skills - Map and Compass: Using the Town Game, the child The Town The Town Game places specific model buildings on Game 1 a model layout of a small village in which all streets have been named, using commands that refer only to their placement on a given street: e.g., “Place the church on Elm Street.”

Geography

6th

ID #

y op

Geography

C

Geography

Mapping Skills - Map and Compass Using a Compass 1

w

Geography

ie

ev

Geography

Curriculum Element

••••

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183


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Geography

Mapping Skills - Map and Compass: Using the Town Game, the child The Town The Town Game places specific model buildings on Game 2 the model town, using commands that refer only to their placement at the intersection of two streets.

Pr

Area

Geography

Geography

Mapping Skills - Map reading Using an Atlas 4 symbols used on maps

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

••••

Identifies the symbols used to represent parks, schools, hospitals, bridges, and other major points of interest on maps.

Mapping Skills - Map Reading Measures distance between two Map Reading 1 Measuring Distance points on a map using the mileage scale.

••• •

6th

ID #

184

R

185

ev

• • • • • • 186

Mapping Skills - Reading a map to Map Reading 1 find a specific location

Locates a specific location on a simple grid using the horizontal and vertical coordinates printed along the sides.

• • • • • • 187

Geography

Mapping Skills - Reading a map to Map Reading 1 find a specific location

Locates a specific location using the grid coordinates given on a road map.

• • • • • • 188

Geography

Mapping Skills - Reading a map to Map Reading 2 find directions to a specific location

Reads a street map to determine the best route between two places.

• • • • • • 189

Geography

Mapping Skills - Reading a map to Map Reading 2 find directions to a specific location

Uses a local area map to plan the route from school to a field-trip destination, and then uses it to instruct the driver along the way.

• • • • • • 190

Geography

Mapping Skills - Reading a map to Map Reading 2 find directions to a specific location

Uses a local street map to find his/her way around an unfamiliar area.

• • • • • • 191

Geography

Mapping Skills - Map Reading Using an Atlas 4 geographical features portrayed on maps

Uses a pictographic map from an atlas to determine the major features of a given country’s terrain: elevation above sea level; mountain ranges; natural barriers to travel; logical land and water transportation routes.

• • • • • • 192

Geography

Mapping Skills - Map Reading Map Reading 5 geographical features portrayed on a map

Reads a contour map to determine the elevation of any given point.

• • • • • • 193

Geography

Mapping Skills - Map Reading Map Reading 5 geographical features portrayed on a map

Determines the direction of river flow on a map that shows elevation.

••• • •

R 194

••• • •

R 195

w

y op

C

Geography

ie

Geography

Mapping Skills - Map Reading Locates the Equator and Prime Map Reading 1 Lines of Longitude Meridian on a globe or map. and Latitude

Geography

Page 19

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Geography

Mapping Skills - Map Reading Identifies the Northern and Map Reading 1 Lines of Longitude Southern Hemispheres. and Latitude

••• • •

R 196

Mapping Skills - Map Reading Locates on a globe or map the Map Reading 1 Lines of Longitude Tropic of Cancer, Tropic of and Latitude Capricorn, Arctic Circle, and Antarctic Circle.

••• • •

R 197

Mapping Skills - Map Reading Demonstrates that parallels of Map Reading 2 Lines of Longitude latitude indicate direction north and Latitude and south of the Equator.

••• • •

R 198

Geography

Mapping Grid Systems Skills Longitude and Latitude 1

Uses the concepts of absolute location (e.g., using grid systems) and relative location (e.g., direction, reference to neighboring states, and water features).

• • • • • • 199

Geography

Mapping Map Reading Distinguishes between meridians Skills Longitude Lines of Longitude of longitude and parallels of and Latitude 1 and Latitude latitude and uses the Equator and Prime Meridian to identify Northern, Southern, Eastern, and Western Hemispheres.

• • • • • • 200

Geography

Mapping Skills - Map Reading Demonstrates that medians of Map Reading 1 Lines of Longitude longitude represent direction east and Latitude and west of the Prime Meridian.

••• • •

R 201

Mapping Skills - Map Reading Locates a point on a map or Map Reading 2 Lines of Longitude globe given its longitude and and Latitude latitude in degrees.

••• • •

R 202

Mapping Skills - Map reading Identifies the symbols used to Using an Atlas 1 national boundaries represent national boundaries on a political map.

•••

Mapping Skills - Map reading Using an Atlas 2 state/provincial boundaries within a country

Distinguishes among the different levels of political subdivisions shown on a map: nations; states or provinces; counties; and cities.

••• • •

Mapping Skills - Map Reading Using an Atlas 2 recognizing economic and natural resource symbols used on maps

Uses a pictographic map from an atlas to determine a country’s major natural resources, agricultural products, and industries by region.

Curriculum Element

Pr

Geography

Lesson/Material

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

Mapping Skills - Map Reading Uses a pictographic map from an Using an Atlas 2 recognizing average atlas to determine a country’s rainfall shown annual rainfall by region. symbolically on maps

Geography

ID #

203

R 204

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Geography

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Geography

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Geography

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Geography

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Geography

Mapping Skills - Map Reading Using an Atlas 4 recognizing population-density patterns shown symbolically on maps

Uses a pictographic map from an atlas to determine the size of a given country’s cities and the pattern of how its population is distributed.

••• • •

Geography

Mapping Skills - Map Reading Using an Atlas 5 analyzing population patterns from symbols on maps

Analyzes the information given in all of these maps to suggest why the major population centers of a given country were located where they are now.

• • • • • • 208

Geography

Mapping Skills - Map Reading Using an Atlas 5 using an atlas

Uses the atlas’ index or table of contents to determine which map would be appropriate for a given task.

• • • • • • 209

Geography

Mapping Skills - History of Map Map Making 1 Making

Briefly describes the history of map making: the importance of maps in trade; exploration; warfare before 1900; and how early maps were developed .

• • • • • • 210

Geography

Mapping Skills - Preparing one’s Map Making 1 own map to scale

Makes an accurate map of the school campus.

• • • • • • 211

Geography

Mapping Skills - Online Mapping Map Making 2 Tools

Uses online tools, such as Google Earth™ and Google Maps™, to locate and investigate specific places of interest around the world.

• • • • • • 212

Geography

Mapping Skills - GPS Mapping Map Making 2 Tools

Uses a GPS navigation system to identify his or her location and plot a route to a destination.

• • • • • • 213

Geography

Mapping Skills - Aerial and Satellite Map Making 4 Imaging

Describes how modern cartographers prepare maps from the air and from space.

• • • • • • 214

Geography

Mapping Skills - Using Aerial Photos Locates familiar points on the Map Making 4 as Maps school campus or around the community from an aerial photograph or Google Earth™ image.

• • • • • • 215

Geography

Mapping Skills - Contour Maps Map Making 5

Explains the importance and everyday use of contour maps in hiking, construction, and aircraft navigation.

• • • • • • 216

Geography

Mapping Skills - Contour Maps Map Reading 5

Explains how contour maps are prepared by land-surveying methods.

• • • • • • 217

Geography

Mapping Skills - Contour Maps Map Making 5

Constructs a three-dimensional map model of a Contour Map out of overlapping cardboard.

• • • • • • 218

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

R 207

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Geography

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Geography

Mapping Skills - Contour Maps Map Reading 5

Uses a Contour Map (with a compass) on a hike or on a camping trip to determine his/her position and find the best route.

• • • • • • 219

Geography

The Geographical Features of the World 1

Locating and identifying the world’s major islands

Identifies the major islands of the world on a map.

• • • • 220

Geography

The Geographical Features of the World 1

Locating and Identifies the major lakes of the identifying the world on a map. world’s major lakes

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 221

ev

Pr

Area

Geography

The Geographical Features of the World 1

Locating and identifying the world’s major deserts

Identifies the major deserts of the world on a map.

Geography

The Geographical Features of the World 1

Locating and Identifies the major rivers of the identifying the world on a map. world’s major rivers

Geography

The Geographical Features of the World 1

Locating and Identifies the major lakes of the identifying the world on a map. world’s major lakes

Geography

The Geographical Features of the World 1

Identifying geological formations

Geography

The Geographical Features of the World 1

Weather and Erosion

Geography

The Geographical Features of the World 1

Interior Regions of Identifies on a chart the interior the Earth regions of the Earth.

• • • • • 227

Geography

The Geographical Features of the World 1

Interior Regions of Describes in simple terms what the Earth scientists know or believe to be true about the interior regions of the Earth.

• • • • • 228

Geography

The Geographical Features of the World 1

Continental Shelves Describes continental shelves in simple terms.

Geography

The Geographical Features of the World 1

Tectonic Plates and Explains the concept of tectonic Continental Drift plates and continental drift in simple terms.

• • • • 222 • • • • 223

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• • • • 224 • • • • • 225

Understands and explains the water cycle.

• • • • • 226

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Identifies the following geological land formations on a threedimensional model: mountains, foothills, valleys, plateaus, canyons, mesas, river palisades, volcanoes, and crater lakes.

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Geography

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

The Geographical Features of the World 1

Earthquakes

Describes earthquakes and the damage that they can cause.

Geography

The Geographical Features of the World 1

Earthquakes

Explains in simple terms that earthquakes are the result of opposing pressure and slippage between two tectonic plates.

• • • • 232

Geography

The Geographical Features of the World 1

Volcanoes

Describes in simple terms what scientists know or believe to be true about volcanoes.

• • • • • • 233

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•• •

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Area

Geography

Geography

Geography

Geography

Geography

Geography

Explains and gives examples of how the climate and environment that people live in strongly affects their lives.

231

234

••• •

235

•• •

236

The Geographical Features of the World 1

Weather and Erosion

Explains the concept of how wind, water, and weather erode and deposit soil and sand to continue to shape the surface of the Earth.

Climates and Environments

Biome Study: The Desert

Describes the climate and environment of desert regions around the world.

I

• • • • • • 237

Climates and Environments

Biome Study: The Desert

Describes and names some examples of plants that are typically found in the desert.

I

• • • • • • 238

Climates and Environments

Biome Study: The Desert

Describes and names some examples of animals that are typically found in the desert.

I

• • • • • • 239

Climates and Environments

Biome Study: The Desert

Describes how people dress in the desert.

I

• • • • • • 240

Climates and Environments

Biome Study: The Desert

Describes and names some examples of shelter and housing typically found in desert regions.

I

• • • • • • 241

Climates and Environments

Biome Study: The Desert

Describes and names some examples of traditional modes of transportation in the desert.

I

• • • • • • 242

Climates and Environments

Biome Study: The Desert

Describes the lives of children who live in desert regions.

I

• • • • • • 243

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Geography

Climates

• • •

ID #

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Geography

Climates and Environments

Identifies the major regions of volcanic activity in the world today.

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Geography

Volcanoes

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Geography

The Geographical Features of the World 1

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6th

Geography

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

Climates and Environments

Biome Study: The Rain Forest

Describes the climate and environment of rain forest regions around the world.

I

• • • • • • 244

Climates and Environments

Biome Study: The Rain Forest

Describes and names some examples of plants that are typically found in the rain forest.

I

• • • • • • 245

Climates and Environments

Biome Study: The Rain Forest

Describes and names some examples of animals that are typically found in the rain forest.

I

• • • • • • 246

Climates and Environments

Biome Study: The Rain Forest

Describes and names some examples of how people dress in the rain forest.

I

• • • • • • 247

Climates and Environments

Biome Study: The Rain Forest

Describes and names some examples of shelter and housing typically found in rain forests.

I

• • • • • • 248

Climates and Environments

Biome Study: The Rain Forest

Describes and names some examples of traditional modes of transportation in the rain forest.

I

• • • • • • 249

Climates and Environments

Biome Study: The Rain Forest

Describes the lives of children who live in rain forest regions.

I

• • • • • • 250

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes the climate and environment of tundra regions around the world.

I

• • • • • • 251

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes and names some examples of plants that are typically found in tundra regions around the world.

I

• • • • • • 252

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes and names some examples of animals that are typically found in tundra regions around the world.

I

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes and names some examples of how people dress in tundra regions around the world.

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes and names housing typically found in tundra regions around the world.

Climates and Environments

Biome Study: Tundra and Polar Regions

Describes and names some examples of traditional modes of transportation in tundra regions around the world.

Pr

Geography

Geography

Geography

Geography

Geography

Geography

Geography

Geography

ID #

Geography

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Geography

6th

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Geography

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Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

I

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I

• • • • • • 255

I

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

Climates and Environments

Biome Study: Tundra and Polar Regions

Describe the lives of children who live in tundra regions around the world.

I

• • • • • • 257

Climates and Environments

Biome Study: Grasslands

Describes the climate and environment of grassland regions around the world.

I

• • • • • • 258

Climates and Environments

Biome Study: Grasslands

Describes and names some examples of plants that are typically found in grassland regions around the world.

I

• • • • • • 259

Climates and Environments

Biome Study: Grasslands

Describes and names some examples of animals that are typically found in grassland regions around the world.

I

• • • • • • 260

Climates and Environments

Biome Study: Grasslands

Describes and names some examples of how people dress in grassland regions around the world.

I

• • • • • • 261

Climates and Environments

Biome Study: Grasslands

Describes and names some examples of shelter and housing typically found in grassland regions around the world.

I

• • • • • • 262

Climates and Environments

Biome Study: Grasslands

Describes and names some examples of traditional modes of transportation in grassland regions around the world.

I

• • • • • • 263

Climates and Environments

Biome Study: Grasslands

Describes the lives of children who live in grassland regions around the world.

I

• • • • • • 264

Climates and Environments

Biome Study: Temperate Forests

Describes the climate and environment of temperate forest regions around the world.

I

• • • • • • 265

Climates and Environments

Biome Study: Temperate Forests

Describes and names some examples of plants that are typically found in temperate forest regions around the world.

I

• • • • • • 266

Climates and Environments

Biome Study: Temperate Forests

Describes and names some examples of animals that are typically found in temperate forest regions around the world.

I

• • • • • • 267

Climates and Environments

Biome Study: Temperate Forests

Describes and names some examples of how people dress in temperate forest regions around the world.

I

• • • • • • 268

Climates and Environments

Biome Study: Temperate Forests

Describes and names some examples of shelter and housing typically found in temperate forest regions around the world.

I

• • • • • • 269

Pr

Geography

Geography

Geography

Geography

Geography

Geography

Geography

Geography

ID #

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Geography

6th

C

Geography

w

Geography

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Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Geography

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

Climates and Environments

Biome Study: Temperate Forests

Describes and names some examples of traditional modes of transportation in temperate forest regions around the world.

I

• • • • • • 270

Climates and Environments

Biome Study: Temperate Forests

Describes the lives of children who live in temperate forest regions around the world.

I

• • • • • • 271

Climates and Environments

Biome Study: Mountainous Regions

Describes the climate and environment of mountainous regions around the world.

I

• • • • • • 272

Climates and Environments

Biome Study: Mountainous Regions

Describes and names some examples of plants that are typically found in mountainous regions around the world.

I

• • • • • • 273

Climates and Environments

Biome Study: Mountainous Regions

Describes and names some examples of animals that are typically found in mountainous regions around the world.

I

• • • • • • 274

Climates and Environments

Biome Study: Mountainous Regions

Describes and names some examples of how people dress in mountainous regions around the world.

I

• • • • • • 275

Climates and Environments

Biome Study: Mountainous Regions

Describes and names some examples of shelter and housing typically found in mountainous regions around the world.

I

• • • • • • 276

Climates and Environments

Biome Study: Mountainous Regions

Describes and names some examples of traditional modes of transportation in mountainous regions around the world.

I

• • • • • • 277

Climates and Environments

Biome Study: Mountainous Regions

Describes the lives of children who live in mountainous regions around the world.

I

• • • • • • 278

Climates and Environments

Biome Study: Wetlands

Describes the climate and environment of wetland regions around the world.

I

• • • • • • 279

Climates and Environments

Biome Study: Wetlands

Describes and names some examples of plants that are typically found in wetland regions around the world.

Climates and Environments

Biome Study: Wetlands

Describes and names some examples of animals that are typically found in wetland regions around the world.

Climates and Environments

Biome Study: Wetlands

Describes and names some examples of how people dress in wetland regions around the world.

Pr

Geography

Geography

Geography

Geography

Geography

Geography

Geography

Geography

ID #

Geography

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Geography

6th

C

Geography

w

Geography

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Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

I

• • • • • • 280

I

• • • • • • 281

I

• • • • • • 282

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Geography

Climates and Environments

Biome Study: Wetlands

Describes and names some examples of shelter and housing typically found in wetland regions around the world.

I

• • • • • • 283

Climates and Environments

Biome Study: Wetlands

Describes and names some examples of traditional modes of transportation in wetland regions around the world.

I

• • • • • • 284

Climates and Environments

Biome Study: Wetlands

Describes the lives of children who live in wetland regions around the world.

I

• • • • • • 285

Pr

Geography

Geography

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Geography

Famous Three-Part Cards of Identifies famous buildings in the Buildings of the Famous Buildings nations of North America on a World of the World map.

• • • • • 286

Geography

World Capitals

Identifies the capital cities of the nations of North America on a map.

•• • •

R 287

Identifies the capital cities of the nations of South America on a map.

•• • •

R 288

Identifies the capital cities of the nations of Europe on a map.

•• • •

R 289

Identifies the nations of Asia and their capital cities on a map.

•• • •

R 290

Identifies the nations of Asia and their capital cities on a map.

•• • •

R 291

Geography

Geography

Atlas or Maps

World Capitals

World Capitals

World Capitals

Atlas or Maps

w

Geography

World Capitals

ie

Geography

Atlas or Maps

Atlas or Maps

Atlas or Maps

C

Regions of the The City in Which Country in We Live Which We Live

Investigates and gathers, from many resources, information about the city in which we live.

• • • • • • 292

Geography

Regions of the The State or Country in Province in Which Which We Live We Live

Investigates and gathers information about the state in which we live from many resources, including the encyclopedia, classroom resource books, artifacts, audio-visual materials, and field trips.

• • • • • • 293

Geography

Regions of the Investigating the Country in Regions of the Which We Live Country in Which We Live

Investigates and gathers, from many resources, information about the region of the country in which we live.

• • • • • • • • 294

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Geography

Geography

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

Regions of the Identifying the Identifies the states/provinces Country in States or Provinces that make up each of the regions Which We Live of the Regions of of the country in which we live. the Country in Which We Live

•• • •

R 295

Regions of the The Physical Country in Geography of the Which We Live Regions of the Country in Which We Live

Describes the physical geography of the land in each of the regions of the country in which we live.

•• • •

R 296

The Major Cities of Identifies the major cities within the Country in each of the states or provinces of Which We Live the country in which he or she lives.

•• • •

R 297

Pr

Area

Geography

Geography

Regions of the United States

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Regions of the United States

Age-Appropriate Atlas and Resource Material about the Country in which One Lives

Identifies the major natural resources and industries of each region of the country in which he or she lives.

• • • • • 298

Geography

Regions of the United States

Cultural Heritage of Describe the cultural heritage and the Major Cultural traditions of each region of the Groups Found in country in which he or she lives. the Regions of One’s Country

• • • • • 299

Geography

Regions of the United States

History of the Major Cultural Groups Found in the Regions of One’s Country

• • • • • 300

Geography

The Imaginary Island Study

Imaginary Island: Positioning on the Globe

Geography

The Imaginary Island Study

Geography

ie

Geography

w

Identifies the ethnic groups that have settled in each reach region of the country in which he or she lives.

• • • • 301

Imaginary Island: Geographical Features

Develops a scientifically plausible map and description of the interior geographical features of his/her imaginary island.

• • • • 302

The Imaginary Island Study

Imaginary Island: Topology

Develops a scientifically plausible description of the topography and drainage patterns of his/her imaginary island.

• • • • 303

Geography

The Imaginary Island Study

Imaginary Island: Coastline

Develops a scientifically plausible map and description of the coastal features of his/her imaginary island.

Geography

The Imaginary Island Study

Imaginary Island: Climate

Develops a scientifically plausible description of the climate that would be found on his/her imaginary island, explaining what factors would contribute to its climate.

Geography

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Develops an imaginary island, and place it on the Earth, giving its longitude and latitude.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Geography

The Imaginary Island Study

Imaginary Island: Flora and Fauna

Develops a scientifically plausible description of the flora and fauna of his/her imaginary island and how it came to be there.

• • • • 306

Geography

The Imaginary Island Study

Imaginary Island: Culture of the Inhabitants

Develops a scientifically plausible description of the people and their culture and history on his/her imaginary island and how their ancestors came to live there.

• • • • 307

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Area

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Copyright 2012 The Montessori Foundation


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Curriculum Scope & Sequence The History Curriculum

Montessori THE

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FOUNDATION

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Montessori’s integrated thematic curriculum allows a broad scope of study in the areas of history, geography, and cultural studies.

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History begins with the “Big Bang” and the formation of the universe and, within it, of our solar system. Children start with the story of how the world began, how it began to cool, the formation of the atmosphere and oceans, and the emergence of life. They study the story of life on Earth up through the geological eras to the last ice ages and the emergence of the earliest humans.

While Montessori schools are communities apart from the outside world, in which children can first begin to develop their unique talents, they are also consciously connected to the local, national, and global communities. The goal is to lead each student to explore, understand, and grow into full and active membership in the adult world. Field trips provide opportunities to explore the world outside the classroom. Younger elementary children often use simplified research card material and charts in their studies.

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Montessori tries to present a sense of living history at every level through direct hands-on experiences. Students build models of ancient tools and structures, prepare their own manuscripts, make ceremonial masks, and recreate all sorts of artifacts of everyday life of historical eras.

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The children also study the emergence of human beings during the old and new stone ages, the development of the first civilizations, and the universal needs common to all humanity. For older Elementary students, the focus is respectively on early humans, ancient civilizations, and earlyAmerican history (or the early history of the many other countries in which Montessori schools are found).

Experiences such as these make it much easier for Montessori children to appreciate history as it is taught through books.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


History Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

History

Day and Night

Initial experiences: Time

Is able to explain the basic concepts of day and night.

•••

1

Vocabulary of Time

Initial experiences: Time

Uses vocabulary of time in daily conversation.

••••

2

Initial Experiences with Time

How long is a year? Displays an understanding of concept of a year as the time if takes for the Earth to revolve around the Sun through participation in the traditional Montessori Birthday Ceremony.

••••

3

Initial Experiences with Time

Sensorial Explores the language and exploration of time measurement of time through various timers and clocks.

••••

4

Initial Experiences with Time

Linear Calendar

Collaborates in compiling a linear calendar for the class, which includes points of interest, such as the weather and special events.

••••

5

Initial Experiences with Time

Tomorrow, today, and yesterday

Explores concepts of tomorrow, today, and yesterday.

••••

6

Initial Experiences with Time

Timeline of a Day

Places pictures representing the events in a typical school day in correct order on a Timeline of a Day.

••••

7

Initial Experiences with Time

Days of a Week

Begins to use the names of the days of the week in daily conversation.

•••

8

Initial Experiences with Time

Tell the Days of a Week

Names the days of the week.

•••

9

Initial Experiences with Time

Names of the Months

Begins to use the names of the months of the year in daily conversation.

•••

10

Initial Experiences with Time

Months of the Year Can sing the Months-of-the-Year song.

•••

11

Initial Experiences with Time

Reading words relating to time

•••

12

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History

History

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

History

History

History

History

History

ID #

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History

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History

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6th

Reads cards that list the days of the week and places them in correct order.

History

Page 1

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Initial Experiences with Time

Reading words relating to time

Reads cards that list the months of the year and places them in correct order, either in a column or in radial format around a central ‘sun.’

Pr

Area

History

History

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ID #

•••

13

Initial Experiences with Time

Teaching Calendars Works with the Teaching Calendar, placing month names, days of the week, and numerals in sequence.

•••

14

Initial Experiences with Time

Year and Seasons

•••

15

Sorts pictures of outdoor scenes into the different seasons that they represent.

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History

6th

Year and Seasons with the Timeline of a Year

Relates seasons to months of the year using the Timeline of a Year.

•••

16

Initial Experiences with Time

Timeline of a Year

Places pictures representing events throughout the year onto the Timeline of the Year.

•••

17

Initial Experiences with Time

Personal Timeline

Makes a Personal Timeline, placing pictures of events from his, or her, own life in correct order.

•••

18

Initial Experiences with Time

Timeline of People’s Ages

Places cards representing individuals of various ages in numbered spaces on a timeline showing how humans age.

•••

19

Initial Experiences with Time

How long is a year? Displays an understanding that a 1 year is the time that it takes the Earth to go around the Sun one time.

History

Initial Experiences with Time

How long is a year? Displays knowledge that a year 2 comprises 12 months, or 365 1/4 days.

History

Timeline of a year

Year and Seasons

Timeline of a year

Year and Seasons

The Seasons

Year and Seasons

History

History

History

••

Discusses how the community in which he, or she, lives typically changes during each of the seasons, including: weather, appropriate dress, traditional activities, and major holidays.

Places a series of seasonal pictures depicting typical outdoor scenes and activities on the Timeline of a Year according to season. Relates seasonal changes in weather to the orbit of the Earth around the Sun and the tilt of the Earth’s axis [cross-reference Geography curriculum].

History

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Initial Experiences with Time

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

History

Past and Present Understanding the Chart Past

History

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Places pictures on a Past and Present Chart to develop an understanding of the past.

History

History

History

History

••••

26

Explores and discusses images and artifacts from the past.

•••

27

Understanding the Past

Does this exist today?

Sorts objects or images of animals according to whether they exist today or are from a time in the distant past.

•••

28

Does this exist today?

Timeline of History Explores and discusses images of transport, homes, clothing, etc. from different periods (relating to fundamental needs).

•••

29

Timeline of History

Family tree

Collaborates in producing a personal family tree.

•••

30

Understanding the Past

Comparing ages of people we know

Compares the ages of people in his/her own family using the Golden Bead 100 Chain.

•••

31

Understanding the Past

What came first?

Listens to stories about people who lived long ago and shows an awareness and interest in what/who came before or after some other event or person.

•••

32

Looks at and discusses pictures of activities in a typical day, discussing which happen in the morning, afternoon, and evening; and discusses which comes before and after, etc.

•••

33

Telling Time on Introduction to the Places number pieces in the face a Clock Montessori of the Montessori Teaching Teaching Clock Clock

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34

Matching The Timeline Pictures of Daily of a Day Activities to the Timeline of a Day

Lays out pictures of activities in a typical day and matches them to the times indicated on a timeline.

•••

35

Digital Clock

Uses a digital clock or watch to tell time.

•••

36

What came first? Activities in a Typical Day

A digital clock

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History

••••

Artifacts from the Past

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History

ID #

Understanding the past

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History

6th

Tell me about when Has conversations with older you were a child ... people; listens to stories about what life was like when they were children.

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History

Curriculum Element

Understanding the past

Pr

History

Lesson/Material

History

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

History

Telling Time on Tells time to the a Clock hour

Tells time to the hour using the Montessori Teaching Clock.

•••

37

Telling Time on Tells time to the a Clock half-hour

Tells time to the half-hour using using the Montessori Teaching Clock.

••••

38

Telling Time on Tells time to the a Clock quarter-hour

Tells time to the quarter-hour using the Montessori Teaching Clock.

••••

39

Telling Time on Tells time to within Tells time to within five minutes a Clock five minute using the Montessori Teaching Clock.

•••••

40

Telling Time on Tells time to the a Clock minute

Tells time to the minute using the Montessori Teaching Clock.

••••• •

41

Calculating Equivalent Values in Units of Time

The Clock

Calculates the equivalent values in time from seconds to minutes, minutes to hours, and hours to days, and vice versa.

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European 24-Hour Time System

The Montessori Teaching Clock

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Time Zones

Time Zones 1

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History

Lesson/Material

History

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

History

History

History

History

History

Time Zones

Calendars

Time Zones 3

Time Zones 4

Linear Calendar 1

ID #

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Uses internet-based simulation, which shows progress of day/night as Earth rotates to explore concept of time zones.

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Displays an understanding of the relationship between position of the Sun, the Earth’s rotation, and local time.

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Calculates the current time in another time zone based on longitude.

Uses a Linear (day-by-day) Calendar to record a simple history of the class’s year: daily temperature, weather, birthdays, special events. At the end of each month and at the end of the year, they are laid out as a timeline and reviewed.

History

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History

Time Zones

Time Zones 2

6th

Uses internet-based time-zone converter to explore concept of time zones.

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History

Time Zones

Tells time using European 24hour system.

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History

Curriculum Element

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Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Calendars

Linear Calendar 2

Events recorded on a linear timeline (such as weather) are represented in various ways, using graphs, charts, etc. (crossreference Geography and Mathematics).

Pr

Area

History

History

Calendars

Personal Timelines

Standard Calendar

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Uses a standard calendar to plan and record activities.

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Personal Timeline 1 Creates a personal history by placing photos of him/herself at various ages on the Personal Time Line.

History

History

ID #

49

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50

••••

51

Personal Timelines

Personal Timeline 2 Creates own personal timeline with photos of him/herself at various ages and lists of events that have been important in his/her life.

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52

Family History

Family Tree 1

Gathers family data about immediate family and constructs a two-generation family tree; data collected orally from parents and inserted into pro-forma family sheet.

••• • •

53

Compiles short biographies of family members who appear on the two-generation family tree; presents biographies either orally or in a small book.

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54

Interviews parents about events that occurred during their lives and compiles this information in a portfolio of family history.

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55

Family History

Family History

Family Tree 2

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6th

Family Tree 3

Family History

Family Tree 4

Gathers replicas of source documents for family history to verify oral information; uses these for further in-depth study, taking family tree and biographical records back further generations.

History

Family History

Family Tree 5

Researches events in which own ancestors were involved and presents findings to class in chosen format.

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History

Introduction to Historical Research

Is this source reliable?

Differentiates between different types of sources and comments on their reliability.

• • • • • 58

History

Introduction to Historical Research

Primary and Secondary Sources

Uses primary and secondary sources to reconstruct an event in the past.

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History

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Archeology

Archeological Findings

Explores archeological findings as a source for historical knowledge, including material remains, artifacts, and buildings.

• • • • • 60

History

Radiocarbon Dating

Scientific Dating

Explores radiocarbon dating, DNA analysis, and other scientific and technological methods of finding out about the past.

• • • • • 61

History

American Historical Holidays

Native American Indian Heritage Day

Participates in celebration and discussion of Native American Indian Heritage Day. Year A/annually in the USA

• • • • • • • • • 62

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

American Historical Holidays

Columbus Day

Participates in celebration and discussion of Columbus Day. Year A/annually in the USA

• • • • • • • • • 63

History

American Historical Holidays

Veteran’s Day

Participates in celebration and discussion of Veteran’s Day. Year A/annually in the USA

• • • • • • • • • 64

History

Traditional American and International Holidays and Celebrations

Winter Solstice / Winterfest

History

American Historical Holidays

History

American Historical Holidays

Abraham Lincoln’s Participates in celebration and Birthday discussion of Abraham Lincoln’s Birthday. Year A/annually in the USA

• • • • • • • • • 67

History

American Historical Holidays

George Washington’s Birthday

Participates in celebration and discussion of George Washington’s Birthday. Year A/annually in the USA

• • • • • • • • • 68

History

Historical Holidays

Renaissance Fair

Participates in celebration and discussion of a Renaissance Fair. Year B

• • • • • • • • • 69

History

Civilizations

Researching Historical Civilizations 1

Uses a historical atlas to gather information about the natural environment of a civilization.

Participates in celebration and discussion of the Winter Solstice (NOTE: Some schools adopt simple celebrations of the other seasonal solstices as well.) annually.

• • • • • • • • • 65

Martin Luther King’s Day and African-American History Month

Participates in celebration and discussion of Martin Luther King’s Day and AfricanAmerican History month. Year A/annually in the USA

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Civilizations

Researching Historical Civilizations 2

Uses a historical atlas to determine the sites of a past civilization’s major population centers; offers thoughtful suggestions as to why they were located where they were.

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Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Civilizations

Researching Historical Civilizations 3

Takes simple, but accurate, notes of essential information about a historical civilization as it is presented in lectures or films.

• • • • 72

History

Civilizations

Researching Historical Civilizations 4

Uses the encyclopedia and library reference books to gather background information about a historical civilization.

• • • • 73

Researching Historical Civilizations 13

Prepares a well-written research report on a civilization: records in own words key information from reference material; prepares an outline followed by a research report; provides a table of contents; provides a bibliography; illustrates the report in some way; communicates the report to a group in some way.

• • • • 74

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History

Civilizations

History

Civilizations

Researching Historical Civilizations 6

Works with materials and activities to expand knowledge and satisfy interest, understanding, and appreciation regarding a historical civilizations.

• • • • • • 75

History

Civilizations

Researching Historical Civilizations 7

Researches and recreates a menu of typical food or feast of a civilization in a given historical period.

• • • • • • 76

History

Civilizations

Researching Historical Civilizations 8

Reads and researches classical tales, myths, and legends of a civilization in a given historical period.

• • • • 77

History

Civilizations

Researching Historical Civilizations 9

Researches and constructs models of buildings, dioramas, tools, and artifacts of a civilization from a given historical period.

• • • • 78

History

Civilizations

Researching Historical Civilizations 10

Researches and is able to prepare artwork imitating that of a civilization from a given historical period.

• • • • 79

History

Civilizations

Researching Historical Civilizations 11

Researches and is able to perform dance or music, imitating that of a civilization from a given historical period.

• • • • 80

History

Civilizations

Researching Historical Civilizations 12

Researches and is able to perform a play from or about a historical civilization.

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History

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Civilizations

Researching Historical Civilizations 5

Applies research skills to investigate historical civilizations as part of a small collaborative team of students; presents the results of his or her research to the entire class.

• • • • 82

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Civilizations

Ancient Civilizations: Historical Time Frame

Determines the period during which a civilization developed, flourished, and declined.

• • • • 83

History

Civilizations

Ancient Civilizations: Historical Time Frame

Describes the major civilizations in existence during a given historical period.

• • • • 84

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History

Civilizations

Ancient Civilizations: Historical Time Frame

Is able to describe how many centuries ago a specific ancient civilization flourished.

• • • • 85

History

Civilizations

Ancient Civilizations: Natural Environment

Is able to describe what the land looked like during the period when a given ancient civilization existed.

• • • • 86

History

Civilizations

Ancient Civilizations: Natural Environment 1

Is able to describe what the climate was like during the period when a given ancient civilization existed.

• • • • 87

History

Civilizations

Ancient Civilizations: Natural Environment 2

History

Civilizations

Ancient Civilizations: Daily Life - Clothing

History

Civilizations

Ancient Civilizations: Daily Life - Diet

Is able to describe the type of food that was eaten by a specific ancient civilization.

• • • • 90

History

Civilizations

Ancient Civilizations: Daily Life - Buildings

Is able to describe the types of homes and other structures that were build by a given ancient civilization.

• • • • 91

History

Civilizations

Ancient Civilizations: Daily Life - Homes

Is able to describe how homes were furnished and decorated by a specific ancient civilization.

History

Civilizations

Ancient Civilizations: Daily Life - Tools

Is able to describe what tools and household utensils were used by a given ancient civilization.

History

Civilizations

Ancient Civilizations: Daily Life - Families

Is able to describe what the family structure was like in a given ancient civilization.

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Is able to describe what plants and animals were present in during the period when a given ancient civilization existed.

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Is able to describe the type of clothing worn by the people of a given ancient civilization.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Civilizations

Ancient Civilizations: Daily Life - Education

Is able to describe what kind of education was given to children from a given ancient civilization.

• • • • 95

History

Civilizations

Ancient Civilizations: Human Activities Agriculture

Is able to describe what kind of agriculture was practiced, what crops were grown, and what animals were raised by a given ancient civilization.

• • • • 96

History

Civilizations

Ancient Is able to describe what kinds of Civilizations: industry were developed by a Human Activities - given ancient civilization. Industry

• • • • 97

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

Civilizations

Ancient Civilizations: Human Activities Commerce

Is able to describe how daily commerce was conducted, what items were traded in their markets, and whether some form of currency was used by a given ancient civilization.

• • • • 98

History

Civilizations

Ancient Civilizations: Human Activities Trade and Transportation

Is able to describe what kind of trade occurred, what was traded, with whom they traded, how goods were transported, and which transportation routes were followed by a given ancient civilization.

• • • • 99

History

Civilizations

Ancient Civilizations: Human Activities Inter-Cultural Influences

Is able to determine what was ‘borrowed’ from contact with neighbors and more distant civilizations by a given ancient civilization.

• • • • 100

History

Civilizations

Ancient Civilizations: Human Activities Recreation

Is able to determine in what kinds of recreational activities were enjoyed by a given ancient civilization.

• • • • 101

History

Civilizations

Ancient Civilizations: Origins of the Civilization

Is able to determine from where the people of a given ancient civilization originally came.

• • • • 102

History

Civilizations

Ancient Civilizations: Environmental Influences on Society

Is able to determine how well the environment suited a given ancient civilization’s needs.

• • • • 103

History

Civilizations

Ancient Civilizations: Government

Is able to determine the kind of government a given ancient civilization had.

• • • • 104

History

Civilizations

Ancient Civilizations: Class Structure

Is able to determine the type of class structure a given ancient civilization had.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

Civilizations

Ancient Civilizations: War and Self-Defense

Is able to determine a given ancient civilization’s attitude towards war and defense: Were they a peaceful or warlike people? What kinds of weapons and strategies did they employ? What sort of military did they have? What wars did they fight?’

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Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Civilizations

Ancient Civilizations: Language

Is able to describe the language the people of a given ancient civilization spoke.

• • • • 107

History

Civilizations

Ancient Civilizations: Written Language

Is able to describe if and how the people of a given ancient civilization wrote down their thoughts.

• • • • 108

History

Civilizations

Ancient Civilizations: Religious Beliefs

Is able to describe what a given ancient civilization’s religion was like, what holidays were celebrated, and how their religion affected their daily lives.

• • • • 109

History

Civilizations

Ancient Civilizations: Stories and Myths

Is able to describe what the literature of a given ancient civilization was like and can retell some of the most famous tales, myths, and legends.

• • • • 110

History

Civilizations

Ancient Civilizations: Art, Music, Dance, and Theater

Is able to describe what the art and music of a given ancient civilization was and identifies examples of the art and music (if any have survived).

• • • • 111

History

Civilizations

Ancient Civilizations: Discoveries and Invention

Is able to describe any inventions or discoveries of a given ancient civilization.

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History

Civilizations

Ancient Civilizations: Famous Men and Women

Is able to describe some of the famous men and women of a given ancient civilization and explain their contributions to the civilization.

History

Civilizations

Ancient Civilizations: Archeological Evidence 1

Explains the archeological evidence that supports the information acquired and why it can be considered factual.

History

Civilizations

Ancient Civilizations: Archeological Evidence 2

Is able to describe the greatest ‘mysteries’ still confronting scientists about a given ancient civilization.

History

Civilizations

Middle Ages

Undertakes research into the features of the Middle Ages.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

History

Civilizations

Renaissance Period Undertakes research into the culture of Europe during the Renaissance.

History

The Story of the Upper Stone Age Coming of Humans

Researches to discover the culture and technology of the Upper Old Stone Age.

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History

The Story of the Middle Stone Age Coming of Humans

Researches to discover the culture and technology of the Middle Stone Age.

• • • • 119

History

The Story of the New Stone Age Coming of Humans

Researches to discover the culture and technology of the New Stone Age.

• • • • 120

History

Civilizations

Copper and Bronze Age

Researches to discover the culture and technology of the Copper and Bronze Age.

• • • • 121

History

Civilizations

Civilizations

Researches to discover the culture and technology of the Iron Age.

• • • • 122

History

American Studies

American Studies: Pre-Columbian Paleo-Indians

Researches to discover the culture and technology of Paleo-Indians.

• • • • 123

History

American Studies

American Studies: Pre-Columbian Mayas

Researches to discover the culture and technology of the Mayas.

• • • • 124

History

American Studies

American Studies: Pre-Columbian Aztecs

Researches to discover the culture and technology of the Aztecs.

• • • • 125

History

American Studies

American Studies: Pre-Columbian Incas

Researches to discover the culture and technology of the Incas.

• • • • 126

History

American Studies

American Studies: Pre-Columbian Inuit

Researches to discover the culture and technology of the Inuit Indians.

• • • • 127

History

American Studies

American Studies: Native Americans of the Woodlands

Researches to discover the culture and technology of the Indigenous Peoples of the Woodlands.

• • • • 128

History

American Studies

American Studies: Native Americans of the Plains

Researches to discover the culture and technology of the Indigenous People of the Plains.

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Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

American Studies

American Studies: Native Americans of the Southwest

Researches to discover the culture and technology of Indigenous Peoples of the Southwest.

• • • • 130

History

American Studies

The Spanish and Portuguese Explorers

Understands and explains the motives that led the Spanish, Portuguese, and other European discoverers to search for an ocean route to China and India.

• • • • 131

History

American Studies

Viking explorers 2

Understands and describes the cultural motivations that led the Vikings to venture westward into the Atlantic and attempt to establish permanent settlements before Columbus.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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6th

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American Studies

Early Exploration 1 Understands and describes the difficulties and dangers faced by sea captains and explorers in the years before accurate navigation charts were developed and local ports of safe harbor and supplies were established.

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History

American Studies

Early Exploration 2 Understands and describes the nature of the sailing ships used by the early explorers, discussing their speed through the water, their working layout, and the living conditions aboard.

• • • • 134

History

American Studies

Impact of Understands and describes how Colonization on the European explorers contributed Indigenous Peoples to the destruction of the sophisticated indigenous civilizations that they encountered.

• • • • 135

History

American Studies

Colonization

Understands and explains the motives that led various European nations to establish permanent colonies in North and South America.

• • • • 136

History

American Studies

Vikings Explorers 1 Researches and explains the story of the Vikings in North America.

• • • • 137

History

American Studies

Columbus

Researches and explains the story of Columbus.

History

American Studies

Explorers

Researches and explains the story of Cortez, Pizzaro, Desoto, Ponce De Leon, and the other Conquistadors.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

American Studies

Explorers

Researches and explains the story of the major English explorers.

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History

American Studies

Explorers

Researches and explains the story of the major French explorers: the Priests and Voyageurs.

• • • • 141

History

American Studies

Colonial America 1 Understands and retells the story of the founding of the first English settlement in what is now the United States at Jamestown, Virginia.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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6th

ID #

American Studies

Colonial America 2 Understands and retells the story of the Pilgrims and the founding of the Plymouth Colony.

• • • • 143

History

American Studies

Colonial America 3 Understands and describes the relationship between the early American colonists and the Indigenous Peoples.

• • • • 144

History

American Studies

Colonial America 4 Identifies the original 13 American colonies.

• • • • 145

History

American Studies

Colonial America 5 Researches and describes the lifestyle, climate, housing, transportation, social structure, tools, and economies of the New England, Middle Atlantic, and Southern colonies.

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History

American Studies

Colonial America 6 Researches and describes the institution of slavery as it was practiced in America.

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History

American Studies

Colonial America 7 Researches and identifies the areas where most slaves were taken from and the process of the slave trade.

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History

American Studies

Colonial America 8 Researches and describes the life of typical field hands, house slaves, craftsmen, and freemen in Colonial America.

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History

American Studies

Colonial America 9 Researches and explains the economic and social rationales that were used to justify the institution of slavery.

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History

American Studies

Colonial America 10

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Researches and describes the role of women in early America.

History

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

American Studies

Colonial America 11

Researches and identifies the major cities of Colonial America.

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History

American Studies

American Revolution 1

Researches and describes the major forces and events that led to the Declaration of Independence and the American Revolution.

• • • • 153

History

American Studies

American Revolution 2

Identifies and briefly describes the roles of the following American patriots: George Washington, Thomas Jefferson, John Adams, Benjamin Franklin, Paul Revere, and Thomas Paine.

• • • • 154

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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American Studies

American Revolution 3

Summarizes the importance of the ideas contained in the Declaration of Independence.

• • • • 155

History

American Studies

Westward Expansion 1

Describes the process of the United States’ westward territorial expansion.

• • • • 156

History

American Studies

Westward Expansion 2

Describes the motivations that led the settlers to move west and the difficulties that they encountered.

• • • • 157

History

American Studies

Colonization

Describes the relationship between the United States government, the pioneers, and the Native American tribes.

• • • • 158

History

American Studies

Industrial Revolution 1

Describes the development of American industry and the growth of the cities.

• • • • 159

History

American Studies

Civil War 1

Describes the factors that led to the Civil War: slavery, regional jealousies, economics, and perceived cultural differences.

• • • • 160

History

American Studies

Civil War 2

Describes in simple terms the major events of the Civil War, and identify the roles of Robert E. Lee, Jefferson Davis, Abraham Lincoln, and Ulysses S. Grant.

• • • • 161

History

American Studies

Industrial Revolution 2

Describes the major inventions and changes in lifestyle that developed between 1800 and 1920.

History

American Studies

World Wars

Describes the major issues and events of the First and Second World Wars.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

American Studies

Industrial Revolution 3

Describes the major inventions and changes in lifestyle that developed after 1920 to the present day.

• • • • 164

History

American Studies

Culture

Identifies the major European, African, and Asian sources of the American people.

• • • • 165

History

American Studies

American Inventors Identifies the most famous American inventors.

• • • • 166

History

American Studies

State History

Researches the history of the state in which the school is located and describes the major events in its history.

• • •

History

American Studies

American Government 8

Names the presidents of the United States and briefly describes their contribution to the nation’s history.

• • • • 168

History

American Studies

American Government 1

Describes the relative roles of national, state, and local governments in our lives.

• • • • 169

History

American Studies

American Government 2

Describes in simple terms the functions of the three branches of government in the United States.

• • • • 170

History

American Studies

American Government 5

Describes and explains in broad terms how the legal system functions, including the roles of judges, lawyers, and juries.

• • • • 171

History

American Studies

American Government 7

Explains the rights guaranteed to all Americans under the US Constitution.

• • • • 172

History

Civilizations

Historical Civilizations

NOTE: Elementary Montessori Guides present introductory lessons about ancient civilizations to class. Studies can include ancient Egypt, Babylonia, Assyrians, Persia, the Indus Valley (Dravidian Civilizations), China, Phoenicians, Greece, and Rome.

• • • • 173

History

American Studies

American Government 6

Describes the process of electing local, state, and national government officials.

• • • • 174

History

American Studies

American Government 3

Explains and describes the roles played by mayors, county commissioners, governors, and the President of the United States.

• • • • 175

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

History

American Studies

American Government 4

Explains and describes the roles played by town councils, county commissions, state legislatures, and the Congress of the United States.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 176

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Curriculum Scope & Sequence

Montessori THE

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FOUNDATION

The Cosmic Curriculum

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Cosmic Studies involves a wide range of lessons and units of exploration designed to give students a sense of the story of the universe, how life developed, and the story of our history.

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We introduce these lessons and experiences in the hope that they will inspire our in our students a sense of wonder and awaken interest, appreciation, and understanding. This is what Montessori had in mind when she wrote:

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“The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core. We do not want complacent pupils, but eager ones. We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind.”

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At the elementary level, Dr. Montessori's

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We bear witness to the way our students respond to our key lessons and all the many experiences that we arrange, but in this area we do not have any distinct expectation that they must master and retain what we shared.

Great Lessons are five key areas of interconnected studies traditionally presented to all elementary Montessori students in the form of inspiring stories and related experiences and research projects. They include the story of how the world came to be, the development of life on the Earth, the story of humankind, the development of language, and the development of writing, and the development of mathematics.

Understanding the Scope and Sequence Code ...

The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


History Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

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Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 1 Cold - Freezing.

••

1

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 2 The Formation of a Star.

••

2

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 3 Solid-Liquid-Gas.

••

3

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 4 Liquid - Viscous.

••

4

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 5 Passing from Liquid to Gas.

••

5

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 6 Passing from Gas to Liquid to Solid.

••

6

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: particles that attract each other and particles that do not attract each other.

••

7

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 8 Mixture.

••

8

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 9 Chemical Combination of Gas.

••

9

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 10 Crystallization.

••

10

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 11 Chemical Reaction.

••

11

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 12 Precipitation.

••

12

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 13 Properties of Solid, Liquid and Gas.

••

13

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 14 Elastic, Plastic, Rigid.

••

14

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 15 Matter Changes its State at Different Temperatures.

••

15

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 16a Law of Gravity.

••

16

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Pr Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 16b Density and the Law of Gravity.

••

17

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 17 Rapidity of Cooling Depends on the Mass of the Bodies.

••

18

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 18 Volcano.

••

19

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 19 Matter Expands When Heated.

••

20

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Observes Laws of the Universe experiments and records observations: 20 Quick Evaporation.

••

21

Cosmic Studies

Laws of the Universe 1

Experiments 1 - 20 Repeats experiments relating to the Laws of the Universe, working alone or with another child.

••

Cosmic Studies

Story of the Universe 1

The Origin of the Universe and the Earth

•••

Cosmic Studies

Laws of the Universe 2

Composition of the Displays an awareness that matter Universe is comprised of molecules, that molecules are made up of atoms, and that atoms of different elements combine to form compounds (Dance of Molecules).

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Cosmic Studies

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Listens to the story “God with No Hands” (or similar impressionistic cosmic story) to gain first impressions of deep time and the origin of all things, as well as interrelatedness of all; older children revisit this to reinspire own research.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Laws of the Universe 2

Composition of the Repeats chemical law experiments Universe 9, 10 & 11 and applies additional knowledge of atoms, molecules, etc.

• •

R

R 25

Cosmic Studies

Laws of the Universe 2

Composition of the Repeats physical law experiments Universe 2 - 7 and discusses these in context of additional knowledge of the formation of stars and phases of matter.

• •

R

R 26

Cosmic Studies

Laws of the Universe 2

Composition of the Displays an awareness of the Universe concept of space-time and recognizes the equation e = mc2.

• •

R

R 27

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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Pr Story of the Universe 2

The Origin of the Universe and the Earth

Discusses the origin of the Universe, displaying a beginning knowledge (Big Bang Theory/Great Radiance/Higgs Event) .

••• •

R

R 28

Cosmic Studies

Story of the Universe 2

The Origin of the Universe and the Earth

Participates in discussions and stories regarding the formation of stars.

••• •

R

R 29

Cosmic Studies

Story of the Universe 2

The Origin of the Universe and the Earth

Explores the different types of stars, and how different elements are formed in different stars, uses the term “Stellar Nucleosynthesis” in context, displays an awareness that all the elements in the universe (other than hydrogen and helium) were created by dying stars – that we are, very literally, made of stardust.

• • • • • • 30

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson

Participates in lessons, stories, and discussion: Chart 1 The Large Flaming Sun, the Small Earth.

••

31

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson

Participates in lesson, stories, and discussion: Chart 2a The Earth in the Solar System.

••

32

Cosmic Studies

Story of the Universe 2

Earth Walk around Explains that the Earth revolves the Sun around the Sun, a concept initially developed from the traditional Montessori Birthday Ceremony.

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33

Cosmic Studies

Story of the Universe 2

Dance of the Solar System

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34

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Explains that the eight planets revolve around the Sun, a concept initially developed through the Dance of the Solar System.

Cosmic Studies

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Story of the Universe 2

The Planets and Their Moons

Explains that many of the planets have moons, which orbit their home planet, while the planet, itself, revolves around the Sun, a concept initially developed through the Dance of the Cosmos.

••

Uses the concepts galaxy, nebula, star, asteroid, comet, planet, moon, etc. accurately; these concepts could be acquired through work with three-part cards, books, internet sources, conversation, etc.

•••

R

R

R 36

Pr

Area

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

35

ev Story of the Universe 2

Impressionistic Charts: First Great Lesson

Researches the formation of the Solar System using various resources and communicates findings through chosen media.

•••

R

R

R 37

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson; Experiments and Supporting Materials

Researches the planets using various resources and communicates findings through chosen media.

•••

R

R

R 38

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson; Experiments and Supporting Materials

Displays a beginning knowledge of the concept of the “Goldilocks Zone,” regarding the position of the Earth in the Solar System.

•••

R

R

R 39

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson; Experiments and Supporting Materials

Explores the relative sizes of different bodies in the universe and the distances between these bodies; expresses large numbers as exponents; calculates ratios (e. g.,” If the Earth were the size of a pea, how far would it be to the Sun?”).

•••

R

R

R 40

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson; Experiments and Supporting Materials

Explores the relative sizes of different bodies in the universe and the distances between these bodies; expresses large numbers as exponents; calculates ratios working from a mathematical perspective.

Cosmic Studies

Story of the Universe 2

Impressionistic Charts: First Great Lesson; Experiments and Supporting Materials

Expresses the distance between stars and galaxies in light years, displaying an awareness of the concept of the speed of light.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion: Charts 3 - 5 the Cosmic Dance; Volcanoes; Volcanoes and the Sun, relating these charts with Experiment 19 (first level).

•••

R

R

R 43

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion: Charts 3 - 5 The Cosmic Dance; Volcanoes; Volcanoes and the Sun, relating these charts with Experiment 5a and 5b (Second Level - Warm Air Rises).

••

R

R

R 44

Pr

Area

Cosmic Studies

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion: Chart 6a The Layers of the Earth, relating the chart to Experiment 16a and 16b (First Level Gravity).

••

R

R

R 45

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion: Chart 6a The Layers of the Earth, relating the chart to Second Level experiments 8a and 8b.

••

R

R

R 46

Cosmic Studies

Dating of the Earth

Displays a beginning knowledge of the formation of the atmosphere and hydrosphere, which shows understanding of the interrelatedness of all things.

•••

R

R

R 47

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Represents knowledge and understanding of the structure of the Earth through chosen media (diagrams, models, stories, own experiments) relating to the various layers and volcanoes.

•••

R

R

R 48

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Uses terminology relating to the layers of the Earth, type of volcanoes, and seismic events accurately.

•••

R

R

R 49

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Uses more advanced terminology (e.g., barysphere, lithosphere, hydrosphere, atmosphere) accurately.

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion relating to Second Level experiments 9a and 9b (Weight of Bodies, Gravity, Specific Weight).

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R

R

R 51


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion relating to Second Level experiments: 10 Sedimentation.

•••

R

R

R 52

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion relating to Second Level experiments: 11 - 13: Formation of Mountains; Fractures in the Earth’s Crust; Stratification of Rocks.

•••

R

R

R 53

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Explores and classifies rock specimens into three major categories: Igneous, Sedimentary, and Metamorphic.

•••

R

R

R 54

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Identifies rock types found in own area.

•••

R

R

R 55

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Explores and communicates an understanding of the water cycle, weathering, erosion, and deposition and the role they played, and continue to play, on the shaping of the surface of the Earth.

•••

R

R

R 56

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion relating to Chart 7: The Sun and the Earth; Second level experiment 14: Solar Energy.

•••

R

R

R 57

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories and discussion relating to Chart 8 : Fire and Ice; Second Level experiment 15: Illumination of the Earth; and Chart 9: Perpendicular and Oblique rays of the Sun.

•••

R

R

R 58

Cosmic Studies

Structure of the Impressionistic Earth Charts: First Great Lesson; Experiments and Supporting Materials

Participates in lessons, stories, and discussion about Continental Drift.

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Cosmic Studies

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R

R

R 59


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Dating of the Earth

History of the Dating of the Earth

Listens to stories about how we know the ages of the Earth, rocks, moon, etc.; participates meaningfully and recounts knowledge to others.

•••

R

R

R 60

R

R

R 61

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Displays an awareness of the Geologic Time Scale.

•••

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Works with Timeline of Earth History with first card sets.

• • • • • • 62

ev Dating of the Earth

Time Scales in Earth History

Relates Timeline of Earth History to the Clock of Eras.

• • • • • • 63

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Places definition cards on the Clock of Eras.

• • • • • • 64

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Works with the Timeline of Earth History with advanced card sets of pictures and text.

• • • • • • 65

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Names the eras in Earth’s history and relates them to some notable events.

• • • • • 66

Cosmic Studies

Dating of the Earth

Time Scales in Earth History

Relates knowledge of Continental Drift to the various stages and formation of continents over time (e.g., Pangaea, Gondwana, etc.).

••

Cosmic Studies

Cosmology

Naming of the Planets

Participates in discussions and stories regarding the naming of the planets and other astronomical bodies.

• • • • • 68

Cosmic Studies

Cosmology

History of Astronomical Discoveries

Participates in discussions and stories regarding the history of discoveries concerning the Solar System and beyond.

• • • • • 69

Cosmic Studies

Cosmology

History of Astronomical Discoveries

Keeps up to date with latest discoveries in cosmology.

••

Cosmic Studies

The Origins of Life on Earth

Characteristics of Living things

Differentiates nonliving objects from living organisms with reference to the fundamental characteristics of life.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Origins of Life on Earth

Characteristics of Living Things

Participates in lessons, stories, and discussions regarding the origin of life on Earth; older children can connect this to carbon as the major building block of organic molecules; relates advent of life to elements created in stars, presence of water on Earth, and the concept of the “Goldilocks Zone.”

• • • • • 72

Participates in lessons, stories, and discussions regarding the reciprocal influences of the environment on emerging life forms and the effect those life forms had on the physical structure of the Earth; begins to display an awareness of the Cosmic Plan.

• • • • • 73

Pr

Area

Cosmic Studies

The Origins of Life on Earth

Characteristics of Living things

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev The Story of Life on Earth

Materials to support Explores collections of models of understanding of prehistoric life forms and real and evolution of life on replica fossils. Earth - parallel to timeline

•••

R

74

Cosmic Studies

The Story of Life on Earth

Materials to support Relates replica fossils to artists understanding of impressions (or models) of the evolution of life on complete animal. Earth - parallel to timeline

•••

R

75

Cosmic Studies

The Story of Life on Earth

Materials to support Displays an understanding of the understanding of formation of fossils. evolution of life on Earth - parallel to timeline

•••

R

76

Cosmic Studies

The Story of Life on Earth

Materials to support understanding of evolution of life on Earth - parallel to timeline

Displays an understanding of the formation of fossils and how rock strata and various dating techniques help us to understand when various animals lived.

•••

R

77

Cosmic Studies

The Story of Life on Earth

Materials to support understanding of evolution of life on Earth - parallel to timeline

Displays an understanding of how the boundaries between the different eras, periods, etc. indicate cataclysmic events in the Earth’s history/extinction events.

•••

R

Cosmic Studies

The Story of Life on Earth

Materials to support understanding of evolution of life on Earth - parallel to timeline

Relates knowledge of classification of modern life forms to corresponding prehistoric classifications.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Story of Life on Earth

Materials to support understanding of evolution of life on Earth - parallel to timeline

Discusses, identifies, and researches modern life forms, which are very similar to prehistoric counterparts, and explores how these relate using various resources, including timelines and cladograms (e.g., magnolia trees, cockroach, dragonfly; shark, ginkgo balboa, cycads).

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place during the Hadean Eon.

••• • •

R 81

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Archeaon Eon; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 82

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Phanerozoic Eon; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 83

R 84

Pr

Area

Cosmic Studies

The Story of Life on Earth

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 80

ev The Story of Life on Earth

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Paleozoic Era; how these conditions supported early life; and how that life, in turn contributed to changes in the environment.

••• • •

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness that the Phanerozoic Eon is divided into eras, which are, in turn, divided into periods.

••• • •

R 85

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Cambrian Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 86

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the significance of the Precambrian/Cambrian boundary.

••• • •

R 87

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Ordovician Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 88

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Silurian Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 89

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Devonian Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 90

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Carboniferous Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

R 91

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Permian Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

R 92

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Mesozoic Era; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 93

Pr

Area

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Timeline of Life and related materials

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

••• • •

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

••• • •

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

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Cosmic Studies

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Cosmic Studies

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Triassic Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 94

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Jurassic Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 95

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Cretaceous Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 96

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Cenozoic Era; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 97

Pr

Area

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Timeline of Life and related materials

6th

ID #

The Story of Life on Earth

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Tertiary Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 98

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Paleocene Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 99

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Paleocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 100

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Eocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 101

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Oligocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 102

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Neogene Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

R 103

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Miocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

R 104

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Pliocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 105

Pr

Area

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Timeline of Life and related materials

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

••• • •

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

••• • •

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

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Cosmic Studies

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Quaternary Period; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 106

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Pleistocene Epoch; how these conditions supported early life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 107

Displays an awareness of the conditions that existed and the changes that took place on Earth during the Holocene Epoch; how these conditions supported life; and how that life, in turn, contributed to changes in the environment.

••• • •

R 108

Displays an awareness of the current conditions and the changes that are taking place on Earth during the Ecozoic Era how these conditions support life; and how that life, in turn, contributes to changes in the environment.

••• • •

R 109

••• • •

R 110

Pr

Area

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Timeline of Life and related materials

6th

ID #

The Story of Life on Earth

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Cosmic Studies

The Story of Life on Earth

Timeline of Life and related materials

Displays an awareness of the significance of the major extinction events.

Cosmic Studies

The Story of Life on Earth

Distribution of life forms on Earth

Displays a beginning knowledge of the influence of continental drift on the distribution of plants and animals and on the migration of humans.

Cosmic Studies

The Story of the How early humans Coming of adapted to their Humans environment

Participates in lessons, stories, and discussions about how early humans adapted to the environment and how they met their fundamental human needs (the Hand Chart).

••

Cosmic Studies

The Story of the What does it mean Coming of to be human? Humans

Displays an awareness of the features that distinguish human beings from other animals.

•••

R

R

R 113

Cosmic Studies

The Story of the Subspecies of early Coming of humans Humans

Identifies modern humans as the subspecies Homo Sapiens, Genus Homo, Family Hominidae, Order Primates.

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R

R

R 114

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Cosmic Studies

The Story of the Classifying modern Classifies modern humans in Coming of humans terms of the subspecies Homo Humans Sapiens, Species: Sapiens, Genus Homo, Family Hominidae, Order Primates.

•••

R

R

R 115

Cosmic Studies

The Story of the Cladograms Coming of Humans

Locates modern humans on a cladogram.

•••

R

R

R 116

Cosmic Studies

The Story of the Fossils of early Coming of humans Humans

Names some of the fossil relatives of modern humans.

•••

R

R

R 117

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R

R

R 118

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Pr

Area

6th

ID #

The Story of the Development of Coming of modern humans Humans

Displays an awareness of the development of modern humans from early primate ancestors, using the vocabulary hominid and homonin correctly.

Cosmic Studies

The Story of the Modern and Coming of prehistoric Humans mammals

Researches and prepares a compare/contrast document about characteristics of modern and prehistoric mammals that coexisted with early humans.

• • • • 119

Cosmic Studies

The Story of the Differences Coming of between early Humans humans and people today

Researches and prepares a compare/contrast document about characteristics of what scientists believe to be early humans and how they differ from modern-day humans.

• • • • 120

Cosmic Studies

The Story of the The Story of Lucy - Researches and prepares a Coming of Australopithecus document in any medium about Humans Afarensis Australopithecus Afarensis and has an understanding that “Lucy” is the benchmark against which all other human evolutionary studies are based.

• • • • 121

Cosmic Studies

The Story of the Differences Coming of between Homo Humans Habilis and Australopithecus Afarensis (Lucy)

Researches and prepares a document in any medium about Homo Habilis and is able to discuss differences between this hominid and “Lucy.”

• • • • 122

Cosmic Studies

The Story of the Differences Coming of between Homo Humans Habilis, Australopithecus Afarensis, and Homo Erectus

Researches and prepares a document in any medium about Homo Erectus and is able to discuss differences and similarities between this hominid and “Lucy” and Homo Habilis.

Cosmic Studies

The Story of the Homo Coming of Neaderthalensis Humans

Researches and prepares a document in any medium about Homo Neaderthalensis and is able to discuss differences and similarities between this hominid and previously researched hominids.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Cosmic Studies

The Story of the Cro-Magnon Coming of Humans

Pr Cosmic Studies

The Story of the Differences and Coming of similarities between Humans primates and humans

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 125

Researches and discusses the similarities and differences between primates and humans; can discuss the following: how they work as a group; where they live; how they communicate; how they care for their young; age of adulthood; childbearing age; care of their young.

• • • • 126

Timeline of Humans: Participates in lessons, stories, and discussions about the coming of humans, relating the changes that took place from the common ancestor after divergence from the great apes.

• • • • • • 127

Displays an awareness of the major events in human development and their impact (e.g., development of spoken language; discovery and control of fire; use of clothing and cultural adornment; burial of dead; etc.).

• • • • • • 128

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Researches and prepares a document in any medium about Cro-Magnon Man and is able to discuss differences and similarities between this hominid and previously researched hominids.

The Story of the Timeline of Coming of Humans Humans

Cosmic Studies

The Story of the Timeline of Coming of Humans Humans

Cosmic Studies

The Story of the Timeline of Coming of Humans Humans

Researches and discusses various aspects of the major events of human development and technology that may include: shelter and housing; use of fire; clothing; transportation; defense; food; family and social lives; forms of art; etc. (all aspects of culture) for early humans.

• • • • 129

Cosmic Studies

The Story of the Timeline of Coming of Humans Humans

Displays an awareness that early humans are not all direct ancestors of modern humans, but that there are significant gaps in the fossil record; shows an interest in following discoveries that add to our understanding of the human past.

• • • • • • 130

Cosmic Studies

Timelines

Explores different ways of recording the dates on which events occurred (e.g., “Two years before I was born, etc.”).

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Dating Historical Events

Cosmic Studies

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Timelines

Dating Historical Events

Understands and explains why we record dates as being either BCE or CE (using Golden Bead Chains).

Cosmic Studies

Timelines

Dating Historical Events

Is able to identify given centuries along the Timeline of History.

Cosmic Studies

Timelines

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Participates meaningfully in discussions of the interdependence of all cosmic agents (possibly using Chart of Order and Love, Tin Can Game, or other similar materials).

Cosmic Studies

Fundamental The Needs of Needs of People People

Expresses own needs.

Cosmic Studies

Fundamental The Needs of Needs of People People

Displays an awareness of needs of others.

Cosmic Studies

Fundamental The Needs of Needs of People People

Cosmic Studies

Fundamental The Needs of Needs of People People

Cosmic Studies

R 132

••••• • •

R 133

• • •

R 134

•••

135

•••

136

•••

137

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Interdependence Law of Order and Love

ID #

••• • •

Timeline of History Places the historical picture and text cards along the Timeline of History on the centuries indicated as the periods from which they are taken.

Cosmic Studies

6th

••

138

Participates meaningfully in discussions relating to needs (both in class context and in relation to events outside of class).

•••

139

Fundamental The Needs of Needs of People People

Categorizes common needs of humans using appropriate materials.

••••

Cosmic Studies

Fundamental The Needs of Needs of People People

Compiles branching diagram of needs of people classified by spiritual and material needs.

Cosmic Studies

Fundamental The Needs of Needs of People People

Displays an awareness and works with the Fundamental Needs Chart to explore the material needs of people in different cultures.

Cosmic Studies

Fundamental The Needs of Needs of People People

Displays an awareness of the changes over time in the ways people meet their needs regarding clothing, nutrition, culture, defense, etc.

Cosmic Studies

140

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Uses vocabulary of needs confidently and appropriately.

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141

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142

•••

143


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Cosmic Studies

Fundamental The Needs of Needs of People People

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Pr

Researches and discusses the changes over time in the way people meet their needs regarding clothing, nutrition, culture, defense, etc.

• • • • 144

Fundamental The Needs of Needs of People People

Researches and discusses the differences in lifestyles between hunter-gatherer, nomadic- herder, and agrarian societies.

• • • • 145

Cosmic Studies

Fundamental The Needs of Needs of People People

Describes and discusses how the development of agriculture and the formation of permanent settlements affected patterns of human culture: the development of specialized skills and roles; more time devoted to tasks other than day-to-day survival; and evolution of higher technology and richer culture.

• • • • 146

• • • • 147

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Cosmic Studies

Fundamental The Needs of Needs of People People

Describes and discusses the factors influencing the location of settlements (such as on the banks of lakes and streams or in strategically defensible locations).

Cosmic Studies

Fundamental The Needs of Needs of People People

Uses the Timeline of History with card sets that provide pictures and simple text for the various Needs of People areas of study.

Cosmic Studies

Fundamental The Needs of Needs of People People

Researches and discusses how people in different cultures meet the fundamental human needs.

• • • • 149

Cosmic Studies

Fundamental Needs of People: Needs of People Food

Describes how people satisfy their need for food around the world under different environmental conditions.

• • • • 150

Cosmic Studies

Fundamental Needs of People: Needs of People Shelter

Describes and gives examples of how people satisfy their need for shelter and housing around the world under different environmental conditions.

• • • • 151

Cosmic Studies

Fundamental Needs of People: Needs of People Clothing

Describes how people satisfy their need for clothing around the world under different environmental conditions.

• • • • 152

Cosmic Studies

Fundamental Needs of People: Needs of People Transportation

Describes how people satisfy their need for transportation around the world under different environmental conditions.

• • • • 153

Cosmic Studies

Fundamental Self-Defense Needs of People

Describes how people have satisfied their need for selfdefense in the past and present.

• • • • 154

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Cosmic Studies

Fundamental Needs of People: Needs of People Daily Life of Children around the World

Describes and gives examples of the daily life for children around the world under different environmental conditions.

• • • • 155

Cosmic Studies

Fundamental Needs of People: Needs of People Art

Describes and gives examples how people satisfy their need to create visual art around the world under different environmental conditions.

• • • • 156

Cosmic Studies

Fundamental Needs of People: Needs of People Music

Describes and gives examples of how people satisfy their need to create music around the world under different environmental conditions.

• • • • 157

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

6th

ID #

Fundamental Needs of People: Needs of People Jewelry and SelfAdornment

Describes and gives examples how people satisfy their need to create jewelry and self-adornment around the world under different environmental conditions.

• • • • 158

Cosmic Studies

Fundamental Needs of People: Needs of People Government

Describes and gives examples how people satisfy their need for some sort of orderly government around the world under different environmental conditions.

• • • • 159

Cosmic Studies

Fundamental Needs of People: Needs of People Religious Traditions Found around the World

Describes how people satisfy their need to for religion and religious expression around the world under different environmental conditions.

• • • • 160

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Curriculum Scope & Sequence

Montessori THE

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FOUNDATION

The Science Curriculum

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ev At the same time, we seek to captivate the child's mind and fill her with wonder at the grandeur of the universe, the simple beauty of the physical laws, and the miracle of life.

We work to inspire within our students a deep sense of the philosophy of science as the process by which mankind has built up our store of knowledge. We teach them to ask questions and follow a systematic process of observation, collection and analysis of data, and controlled experiments. In this way, Montessori prepares children for a lifetime of learning.

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Our curriculum is focused on the process and issues of science: the study of life, the laws and structure of the universe, and how humanity has struggled throughout history to put our understanding to practical use.

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Even very young children want to know 'why?' They ask a questions constantly. The cultivation of curiosity and imagination in our students is the essence of science in Montessori schools at every level.

Montessori science is known for introducing children to advanced topics in the early years, from how the world began to basic principles of zoology, botany, chemistry, physics, and astronomy.

Understanding the Scope and Sequence Code ... The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Science Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Science

Physical Properties of Substances 1

Sorting Objects

Sorts objects according to selfchosen criteria.

••••

1

Physical Properties of Substances 1

Sorting Objects by Material

Sorts objects according to the materials from which they are made (e.g., wood, metal and plastic).

••••

2

Physical Properties of Substances 1

Sorting: Natural or Manufactured

Sorts objects according to whether they are natural or manufactured.

•••

3

Physical Properties of Substances 1

Sorting: Hard or Soft

Sorts objects according to whether they are hard or soft.

•••

4

Physical Properties of Substances 1

Sorting: Vocabulary Talks with adult or other children about sorting activities and practices appropriate vocabulary.

•••

5

Physical Properties of Substances 2

Solid, Liquid, Gas

Explores properties of matter by working with and classifying materials according to solid/liquid/gas.

•••

6

Physical Properties of Substances 2

Pouring Air

Explores one of the properties of air by immersing an apparently empty pitcher upside down into a tank of water and then gently tilting to release the air.

•••

7

Physical Properties of Substances 2

Magnetic/NonMagnetic

Explores the effects of magnetism on various materials through working with the Magnets Activity.

•••

8

Physical Properties of Substances 2

Exploring Mixtures

Explores how something can be changed by adding something else. After observing and discussing the experiment, the child is able to either replicate the process alone or present it to another child (mixing ingredients [e.g,. water and corn starch]) that results in notable change of state).

•••

Physical Properties of Substances 2

Introduction to Temperature and Different States of Matter

Explores how something can be changed by changing the temperature. After observing and discussing the experiment, the child is able to either replicate the process alone or present it to another child (freezing water, watching ice melt, etc.).

•••

Pr

Science

Science

Science

Science

Science

Science

R

6th

ID #

9

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Science

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Physical Properties of Substances 2

Introduction to Viscosity

Explores viscosity by dropping a marble into jars containing syrup, vegetable oil, and water: After observing and discussing the experiment, the child is able to either replicate the process alone or present it to another child.

•••

R

11

Pr

Area

Science

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Conservation of Volume

Explores conservation of volume by pouring a constant volume of water into different-shaped containers.

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R

12

Physical Properties of Substances 2

Introduction to Rigidity and Elasticity

Explores properties of rigidity and elasticity by working with and classifying according to rigidity and elasticity. After observing and discussing the experiment, the child is able to either replicate the process alone or present it to another child.

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R

13

Physical Properties of Substances 2

Vocabulary of Properties of Substances 2

Reads cards relating to the various properties explored and places cards next to objects, images, or materials that represent the property.

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R

14

Physical Properties of Substances 2

Vocabulary of Properties of Substances 2

Reads definitions of various properties of substances and pairs with corresponding vocabulary labels.

•••

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15

Physical Properties of Substances 2

Properties of Substances: Command Cards

Reads simple Command Cards relating to various properties of substances, carries out the experiments, and places the adjective cards to correspond with the substance/ material that corresponds to the word.

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R

16

Physical Properties of Substances 2

Observation of Notices and comments on the Physical Properties physical properties of substances of Substances in various contexts.

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R

17

Science

Physical Principles 1

Introduction to Friction

Creates heat by means of friction, rubbing hands together, and practices using the appropriate vocabulary.

••••

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18

Physical Principles 1

Physical Science: Introduction to Thermometer

Uses a safety thermometer to measure the temperature of hands before and after rubbing together.

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19

Science

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Science

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Science

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Physical Properties of Substances 2

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Science

6th

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Physical Principles 1

Introduction to Static Electricity

Explores static electricity by rubbing an inflated balloon against own hair; creating static electricity by rubbing a balloon on a wooly sweater; noticing and commenting on static electricity sparks, which occur naturally in cold, dry weather.

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20

Explores electrical current through work with a simple circuit, either closing the circuit using a switch or by closing the circuit using various conductive and non-conductive materials.

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21

Pr

Area

Science

Physical Principles 1

Introduction to Simple Circuits

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Science

Science

Science

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22

Physical Principles 1

Introduction to Structural Integrity

Explores structural integrity of structures built with triangular or rectangular shapes.

•••

R

23

Physical Principles 1

Introduction to Magnetic Polarity

Explores magnetic polarity working with two bar magnets with N and S clearly marked.

•••

R

24

Physical Principles 1

Introduction to Ring Magnets

Explores magnetic force working with Ring Magnets on a dowel.

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25

Physical Principles 1

Sink and Float

Explores effects of density on buoyancy through working with the Sink and Float activity.

•••

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26

Physical Principles 2

Introduction to Viscosity 2

Explores how oil and water will not mix by making a simple “lava lamp” with colored water and cooking oil.

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27

Physical Principles 1

Introduction to Viscosity 3

Explores how different liquids do not mix but form distinct layers through placing syrup, oil, and water in a jar and observing how they always settle into different layers; extending experiment by dropping different objects (berries, pasta, small stones) into the container, observing where they settle; forms hypotheses regarding density based on observations.

•••

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Science

Explores types of forces by building “bridges” with straight, arched ,and corrugated card materials and testing the loadbearing capacities of each; forms and communicates hypotheses.

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Science

Introduction to Bridges

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Physical Principles 1

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Science

6th

Science

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28


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Physical Principles 1

Introduction to Density and Buoyancy

Notices and comments on the effects of density and buoyancy in different contexts and asks relevant questions (e.g., “Why does ice float?”).

Pr

Area

Science

Science

Physical Principles 3

Color Paddles

Physical Principles 3

Prisms

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

R

29

Uses Color Paddles, held up to a light source, to explore color mixing.

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30

Uses a glass prism to split a beam of white light.

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31

Explores concept of refraction through placing a stick in a bowl of water and observing from different angles to notice that the stick appears broken and/or placing an object in a bowl that is first empty and then filled with water to observe refraction.

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32

Science

Science

Introduction to Reflection

Uses a safety mirror to explore reflection and the related concepts of symmetry.

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R

33

Physical Principles 3

Introduction to Refraction

Notices and comments on the effects of looking through a goldfish bowl; why magnifying glasses make things appear larger, etc.

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34

Physical Principles 3

Introduction to Light and Shadow

Notices and comments on the effects of light and shadow in different contexts and asks relevant questions.

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R

35

Physical Principles 4

Introduction to Sound Waves 1

Uses a “singing bowl” or bell to explore the idea that sound is a wave and relates to the movement of air (child rings bell or sets up vibration in the bowl and feels the vibration with fingers), continues exploration through experiments.

•••

R

Physical Principles 4

Introduction to Sound Waves 2

Explores types of waves using a rope (longitudinal wave) and a slinky (transverse wave).

Physical Principles 4

Observing different types of waves: sound, light, ripples in water, etc.

Notices and comments on different types of waves and begins to ask which kind of wave it is (e.g., child may notice ripples in a pond or the sound of thunder being heard after a lightening bolt is seen).

Science

36

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Physical Principles 3

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Science

Introduction to Refraction

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Physical Principles 3

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37

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Science

Measuring: Using a dropper or Uses a dropper or pipette to Physical Science pipette to transfer transfer liquid one drop at a time. one drop

••••

R

39

Measuring: Observing with Physical Science magnifying glass

Uses a magnifying glass carefully and appropriately to make observations in relation to physical science explorations.

••••

R

40

Measuring: Physical Science: Physical Science Initial exploration with simple microscope

Uses a microscope carefully and appropriately to make observations in relation to physical science explorations.

•••

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41

Pr

Science

Lesson/Material

Science

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Science

Science

Science

Science

Science

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42

Measuring: Physical Science: Physical Science Using a Thermometer in Life Science 1

Uses a thermometer carefully and appropriately in classroom experiments.

•••

R

43

Measuring: Physical Science: Physical Science Introduction to a Scientific Scale

Uses scientific scales (and other instruments for measuring mass) carefully and appropriately.

•••

R

44

Measuring: Physical Science: Physical Science Rulers and Measuring Tapes

Uses various simple rulers and measuring tapes carefully and appropriately to make observations in relation to physical science explorations.

•••

R

45

Observing and Describing what we Verbally communicates Recording: have observed 1 observations using common Physical Science vocabulary. 1

•••

R

46

Observing and Describing what we Verbally communicates Recording: have observed 2 observations using increasingly Physical Science accurate scientific vocabulary. 1

•••

R

47

Observing and Recording Recording: observations by Physical Science drawings 2

Records observations using drawings.

•••

R

48

Observing and Recording: Physical Science 2

Recording observations using paint and other media

Records observations from light and color experiments using various art media.

•••

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49

Observing and Recording: Physical Science 2

Written descriptions Records observations in writing. of what has been observed - hand writing

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50

Science

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Science

Uses binoculars carefully and appropriately to make observations in relation to physical science explorations.

C

Science

Measuring: Initial exploration Physical Science with binoculars

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Science

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Science

6th

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Science

Observing and Recording: Physical Science 2

Written descriptions Records observations using digital of what has been media (text or image). observed - using a computer or digital device

Pr

Area

Science

Science

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Science

Science

Science

•••

R

52

Observing and Cards that name Recording: scientific Physical Science instruments 2

Reads cards relating to the various instruments used and places labels next to the corresponding instrument.

•••

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53

•••

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54

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55

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56

Science

Observing and Recording: Physical Science 2

Three-part cards Reads definitions of various that illustrate, name, instruments used and pairs with and define scientific corresponding vocabulary labels. instruments

Being a Scientist Setting up 1 classroom science activities and experiments

Collaborates in finding and setting up temporary classroom science activities and experiments.

Being a Scientist Learning to 1 investigate 1

Uses various books, media, and other classroom resources to learn more about topics explored in class.

Being a Scientist Setting up simple 2 experiments

Sets up experiments and tests hypotheses using a variety of materials and in different scenarios.

••••

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57

Being a Scientist Simple experiments: Communicates reasons for 2 hypothesis and hypotheses and displays an results interest in exploring why hypotheses were supported or disproved by experiments.

•••

R

58

Being a Scientist Introduction to Displays an interest in recording 2 recording results of findings in various ways (see simple experiments “recording” for more details).

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59

Being a Scientist Applying principles Applies principles to practical 2 to practical situations: e.g., sorts iron filings situations 1 from another material (such as sand or rice) using a magnet.

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60

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61

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62

Being a Scientist Applying principles Works on projects which apply 2 to practical principles: e.g., builds a simple situations 2 circuit (such as making a flashlight or model lighthouse) using an AA cell, flashlight bulb, and a switch. Exploring Nature

Observing the garden over the seasons

Observes and discusses changes in school garden over the seasons.

Science

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Science

51

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Science

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Science

•••

Records observations using various graphing techniques.

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Science

ID #

Observing and Using graphs to Recording: describe what has Physical Science been observed 2

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Science

Exploring Nature

Introduction to life Observes and discusses life cycles cycles in the garden of plants and animals in school garden, noticing how living things grow, reproduce, die, and decay in a continues cycle of life.

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63

Life Science: Collecting for the class nature center

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64

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65

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Area

Science

Exploring Nature

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Collects various natural items, which are added to classroom collections; discusses and explores, either alone or in a small group; uses scientific instruments, such as magnifiers, microscopes, etc., as well as various measuring tools; observes live animals and then releases them back into the place where they were found.

Science

Science

Science

Science

Science

Explores natural objects in Discovery Basket or on Nature Table, describes their characteristics, and communicates findings with others.

••••

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66

Classifying: First Classifications

Sorts and classifies specimens in class nature center

Sorts objects in Discovery Basket according to various observed characteristics and communicates the criteria for grouping.

••••

R

67

Classifying: First Classifications

Classifying: Living and nonliving

Sorts images into sets of living and non-living.

••••

R

68

Classifying: First Classifications

Sorting: Plant, fungus, and animal

Sorts images into sets of plant, fungus, and animal.

••••

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69

Classifying: First Classifications

Sorting: Vertebrates Sorts images of animals into sets and non-vertebrates of vertebrates and nonvertebrates.

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70

Classifying: First Classifications

Sorting: Families of Sorts images of vertebrates into vertibrates five major groups: ray-finned fish, amphibians, mammals, squamates, and birds.

Classifying: First Classifications Classifying: First Classifications

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Science

ID #

Classifying: First Describing Classifications specimens in class nature center

C

Science

Uses a variety of classroom resources to learn more about specimens that are brought into the classroom.

w

Science

Further investigations into specimens found for the class nature center

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Science

Exploring Nature

6th

••••

R

71

Classifying Relates vertebrate groups to a Vertebrates: Simple simple branching diagram, branching diagram showing lineage.

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72

Classifying Relates vertebrate groups to a Vertebrates: Simple simple nesting diagram, showing nesting diagram derived characteristics.

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73

Science

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Science

Classifying: First Classifications

Classifying Plants: major groups of plant kingdom

Sorts images according to major lineages of the plant kingdom.

•••

R

74

Classifying: First Classifications

Classifying Plants: simple branching diagram

Sorts images of plants according to branching diagram, showing lineage.

•••

R

75

Classifying: First Classifications

Classifying Sorts images of plants according Vertebrates: simple to nesting diagram of five nesting diagram important characteristics (lives on land, vascular tissues, true leaves, seeds, flowers, and fruit).

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76

Pr

Science

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Science

Science

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77

Classifying: Knowledge of Animals

Classified Card Works with Classified Card Material: Names of materials to discover and learn species or breeds the names of species or breeds within the larger classifications (e. g., types of ungulates or breeds of dog).

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78

Classifying: Knowledge of Animals

Classified Card Material: Reading names of animals within major groups of vertebrates

Works with Classified Card Materials to read the names of animals within each of the five major groups (e.g., types of fish; types of reptiles; etc.).

••••

R

79

Classifying: Knowledge of Animals

Classified Card Material: Reading names of species or breeds within major groups of vertebrates

Works with Classified Card Materials to read the names of species or breeds within the larger classifications (e.g., types of ungulates or breeds of dog).

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R

80

Classifying: Knowledge of Animals

Classified Card Material: Matching labels to descriptions

Works with Classified Card Materials, matching labels to corresponding descriptions.

•••

Classifying: Knowledge of Animals

Classified Card Material: Learning names of kinds of plants within major groups

Works with Classified Card Materials to discover and learn the names of kinds of plants within each of the major lineages (e.g., kinds of flowering plants).

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R

82

Classifying: Knowledge of Plants

Classified Card Material: Learning names of kinds of plants grouped by important characteristics

Works with Classified Card Materials to discover and learn the names of kinds of plants grouped by important characteristics (e.g., kinds of trees, herbs, etc.).

••••

R

83

Science

R

81

y op

Science

Works with Classified Card materials to discover and learn the names of animals within each of the five major groups of vertebrates (e.g., types of fish; types of reptiles, etc.).

C

Science

Classified Card Material: Names of animals within major groups of vertebrates

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Science

ID #

Classifying: Knowledge of Animals

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Science

6th

Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Classifying: Knowledge of Plants

Classified Card Material: Reading names of kinds of plants within major groups

Works with Classified Card Materials to read the names of plants within each of the major lineages of flowering plants.

•••

R

84

Classifying: Knowledge of Plants

Classified Card Material: Reading names of plants grouped by important characteristics

Works with Classified Card Materials to read the names of plants grouped by important characteristics (e.g., kinds of trees; kinds of herbs; etc.).

•••

R

85

Classifying: Knowledge of Plants

Classified Card Works with Classified Card Materials: Matching Materials, matching labels to labels and corresponding descriptions. descriptions.

•••

R

86

Observing and Recording: Life Science 1

Describing what we Verbally communicates have observed 1 observations using common vocabulary.

••••

R

87

Observing and Recording: Life Science 1

Describing what we Verbally communicates have observed 2 observations using increasingly sophisticated scientific vocabulary.

•••

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88

Observing and Recording: Life Science 1

Recording observations by drawings

•••

R

89

Observing and Recording: Life Science 1

Recording observations using art

Records observations from light and color experiments using various art media.

•••

R

90

Observing and Recording: Life Science 2

Recording observation in writing 1

Records observations in writing.

•••

R

91

Observing and Recording: Life Science 2

Recording Records observations using digital observations using a media (text or image). computer or digital device

•••

R

92

Observing and Recording: Life Science 2

Using graphs to describe what has been observed

•••

R

93

Uses a magnifying glass carefully and appropriately to make observations in relation to Life Science explorations (e.g., insects, seeds etc.).

••••

R

94

Measuring: Life Life Science: Initial Uses a microscope carefully and Science exploration with appropriately to make simple microscope observations in relation to Life science Explorations (e.g., life in pond water).

•••

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95

Pr

Area

Science

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Science

Science

Science

Science

Science

Measuring: Life Uses a magnifying Science glass

Records observations using various graphing techniques.

Science

ID #

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Science

C

Science

Records observations using drawings.

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Science

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6th

Page 9

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Science

Measuring: Life Initial exploration Science with binoculars

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Science

R

96

Measuring: Life Life Science: Using Uses a thermometer carefully and Science a thermometer in appropriately in classroom life science 2 experiments.

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97

Measuring: Life Life Science: Science Introduction to a Scientific Scale

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98

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99

••••

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100

Identifies and names the parts of a plant.

••••

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101

Explores the parts of a plant by working with the Botany Puzzles.

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102

Traces the borders of the leaf shapes in the Botany Cabinet and replaces them in the corresponding frames to learn the various leaf shapes.

••••

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103

Parts of Plants 2 Botany Cabinet: Matching leaf shapes to cards

Matches the insets from the Botany Cabinet to the three series of cards that correspond to the leaf shapes.

••••

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104

Parts of Plants 2 Botany Cabinet: Matching leaf shapes to plants outside

Finds leaves around the school grounds that correspond to the shapes in the Botany Cabinet.

••••

R

105

Parts of Plants 2 Botany Cabinet: Names of the leaf shapes

Identifies and names leaf shapes.

•••

R

106

Parts of Plants 2 Botany Cabinet: Reading and matching labels of leaf shapes to puzzle pieces

Reads labels relating to leaf shapes and matches the labels to the corresponding images.

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107

Uses scientific scales (and other instruments for measuring mass) carefully and appropriately.

Science

Science

Science

Parts of Plants 1 Parts of a plant

Parts of Plants 1 Botany Puzzles

Parts of Plants 2 Botany Cabinet: Leaf shapes as puzzles

Science

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Science

Examines the parts of a living plant.

C

Science

Parts of Plants 1 Introduction to parts of a plant

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Science

Measuring: Life Life Science: Rulers Uses various simple rulers and Science and measuring tapes measuring tapes carefully and appropriately to make observations in relation to physical sciences explorations.

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Science

ID #

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Science

6th

Uses binoculars carefully and appropriately to make observations in relation to life science explorations (e.g., watches birds in school garden).

Pr Science

Curriculum Element

Page 10

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Science

Parts of Plants 3 First series of Botany Cards: Naming parts of a plant

Identifies parts of a plant by means of first series of Botany Cards (tree, leaf, flower, root).

•••

R

108

Parts of Plants 3 First series of Botany Cards: Labeling the parts of a plant

Reads labels relating to parts of a plant and matches the labels to the corresponding images.

•••

R

109

Parts of Animals Introduction to the Examines the external body parts 1 names of the of a real animal. external body parts of animals

••••

R

110

Parts of Animals Naming the Identifies and names the external 1 external body parts body parts of familiar animals. of familiar animals

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111

Parts of Animals External body parts Explores the external body parts 1 of vertebrates: of vertebrates by working with Animal puzzles the Animal Puzzles.

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112

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113

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114

Pr

Science

Lesson/Material

Science

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev Science

Science

Science

Parts of Animals External body parts 2 of vertebrates: Nomenclature Cards

Identifies and names the external body parts of various animals by means of separate sets of Nomenclature Cards.

ie

Science

w

Parts of Animals External body parts Reads labels relating to various 2 of animals: animals, and matches the labels to Matching labels to the corresponding images. images Explains and works with the Bohr Model, developing a knowledge of the basic structure of atoms.

6th

ID #

Physical Properties of Substances 3

Introduction to Atoms

Science

Physical Properties of Substances 3

Introduction to the Differentiates between the nature structure of an of protons, electrons, and atom neutrons in atomic structure.

• • • • • 116

Science

Physical Properties of Substances 3

Introduction to physical change

Demonstrates that in physical change, matter changes in form, but not in substance.

• • • • • 117

Science

Physical Properties of Substances 3

Introduction to chemical change

Demonstrates that in chemical change, matter changes in substance, as well as form.

• • • • • 118

Science

Physical Properties of Substances 3

Introduction to expansion and contraction of materials at different temperatures

Demonstrates that different temperatures cause materials to expand or contract.

• • • • • 119

• • • • • 115

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Science

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Physical Properties of Substances 3

Introduction to chemical mixtures

Demonstrates that a mixture is composed of individual substances that retain their identity when mixed and can be recovered in their original form by ordinary means.

• • • • • 120

Demonstrates that elements can be combined to form compounds with properties different from those of the combining elements.

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Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Physical Properties of Substances 3

Introduction to chemical compounds

Science

Physical Properties of Substances 3

Difference between Differentiates between chemical chemical mixtures elements and compounds. and compounds

• • • • • 122

Science

Physical Properties of Substances 3

Introduction to molecules

Explains that molecules are the smallest particles of a compound that still have all their properties.

• • • • • 123

Science

Physical Properties of Substances 3

Molecules in motion: Different states of matter

Describes matter as being composed of molecules that are in constant motion; has a working knowledge of the different states of matter.

• • • • • 124

Science

Physical Properties of Substances 3

Initial investigation Investigates and gathers of common information about common elements elements from the encyclopedia, classroom materials, and other resources.

• • • • 125

Science

Physical Properties of Substances 3

Initial work on chemical symbol and atomic structure of elements using the Bohr (Atomic) Model

• • • • 126

Science

Physical Properties of Substances 3

Introduction to chemical formulas for familiar compounds

Identifies the chemical formulas for specified familiar compounds.

• • • • 127

Science

Physical Properties of Substances 3

Simple research reports on how we use different elements and compounds

Prepares research reports on the nature and use of elements and compounds.

• • • • 128

Science

Physical Properties of Substances 3

Designing an experiment to illustrate physical and chemical change

Distinguishes between physical and a chemical changes and is able to demonstrate this through experimentation.

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Science

Gives the chemical symbol and atomic structure of specified elements and is able to build these on the Bohr Model.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Physical Properties of Substances 3

Designing an experiment to illustrate that matter is not lost during a chemical or physical change

Explains that the total amount of matter is not changed during a chemical or physical change and is able to demonstrate this through experimentation.

• • • • 130

Demonstrates that density determines whether an object sinks or floats.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Physical Properties of Substances 3

Density and flotation

Science

Physical Properties of Substances 3

Introduction to fire Explains the basic principles of and combustion fire and combustion and has participated in demonstrations that relate to this concept.

• • • • 132

Science

Physical Properties of Substances 3

Introduction to acids and bases

Differentiates between acids and bases; performs experiments that relate to this concept.

• • • • 133

Science

Physical Properties of Substances 3

Solutions and mixtures

Prepares solutions and mixtures.

• • • • 134

Science

Physical Properties of Substances 3

Physical properties of liquids

Explains the basic physical properties of liquids; knowledge is derived from participating in demonstrations.

• • • • 135

Science

Physical Properties of Substances 3

Physical properties of gases

Explains the basic physical properties of gases; knowledge is derived from participating in demonstrations.

• • • • 136

Science

Physical Properties of Substances 3

Physical properties of solids

Explains the basic physical properties of solids; knowledge is derived from participating in demonstrations.

• • • • 137

Science

Physical Properties of Substances 3

Basic principles of water pressure

Explains the basic principles of water pressure; knowledge is derived from participating in demonstrations.

• • • • 138

Science

Physical Properties of Substances 3

Basic principles of air pressure

Explains the basic principles of air pressure; knowledge is derived from participating in demonstrations.

• • • • 139

Science

Physical Properties of Substances 3

Principles of water displacement

Demonstrates understanding of the principles of water displacement, using an overflow basin to measure the volume of irregular solids.

• • • • 140

Science

Energy

Introduction to energy transformations

Recognizes and identifies common energy transformations; knowledge is derived from participation in demonstrations.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Energy

Introduction to relative motion

Describes the relative motion of an object with respect to the position or motion of another object; knowledge is derived from participation in demonstrations (d=vt).

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6th

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Energy

Closed electrical circuits

Sets up a closed electrical circuit.

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Energy

Opaque, semiopaque, and transparent materials

Distinguishes among materials that: completely block the passage of light; allow some light to pass through; and pass light completely, identifying them as opaque, semi-opaque, and transparent.

• • • • • 144

Light and shadow: relative position of object and light source

Demonstrates that changing an object’s position in relationship to a light source changes the appearance of its shadow.

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Energy

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Energy

Conductors and non-conductors

Distinguishes between conductors and non-conductors; knowledge comes from participation in demonstrations.

• • • • 146

Science

Energy

How can electromagnetic energy create motion?

Demonstrates that energy in the form of electromagnetism can create motion.

• • • • 147

Science

Energy

Introduction to fossil fuels

Identifies types of fossil fuels, how they were formed, and how they are used.

• • • • 148

Science

Energy

Solar Energy

Identifies the Sun as a type of fuel, how it’s captured, and how it’s used; knowledge comes from participation in demonstrations.

• • • • 149

Science

Energy

Introduction to conservation of resources

Describes ways to conserve natural resources: knowledge comes from research and demonstrations.

• • • • 150

Science

Energy

How can water pressure create movement?

Demonstrates that water pressure can cause objects to move.

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Science

Energy

How can air pressure create movement?

Demonstrates that air pressure can cause objects to move.

Science

Energy

Introduction to sound waves as a form of energy

Identifies sound waves as a form of energy; knowledge comes from demonstrations.

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Lesson/Material

Science

Energy

Sound waves travel Demonstrates that sound waves through solids, travel through solids, liquids, and liquids, and gases gases.

• • • • 154

Science

Energy

Light travels in straight lines

Demonstrates that light travels only in straight lines.

• • • • 155

Science

Energy

Reflected light makes objects visible

Demonstrates that objects become visible only when light is reflected from them.

• • • • 156

Science

Energy

How light bends when it enters a new medium

Demonstrates that light bends when it passes from one medium to another.

• • • • 157

Science

Energy

Light is a form of energy

Identifies light as a form of energy: knowledge comes from participation in demonstrations.

• • • • 158

Science

Energy

Darker colors absorb more light energy than light ones

Demonstrates that darker colors absorb more light energy than light colors.

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Energy

Highly reflective materials absorb almost no light energy

Demonstrates that mirrors and other highly reflective materials absorb almost no light energy.

• • • • 160

Science

Energy

Why do objects appear to be reversed in a mirror?

Explains why objects reflected in a mirror appear to be reversed; knowledge comes from participation in demonstrations.

• • • • 161

Science

Energy

Why do the Sun and Moon appear so much larger or orange colored when they are very low on the horizon?

Explains why the Sun or the Moon appears to be so much larger or orange colored when it/they are very low on the horizon.

• • •

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Energy

Introduction to the Describes the forms of radiation electromagnetic on the electromagnetic spectrum. spectrum

Science

Energy

Characteristics of different physical states of matter

Describes the characteristics of the physical states of matter: plasma, gas, liquid, solid, Bose Einstein Condensate.

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Energy

Temperature and molecular movement

Explains the link between temperature and molecular movement; knowledge comes from participation in demonstrations.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Energy

Change in motion is Demonstrate that any change in caused by motion is caused by unbalanced unbalanced forces forces.

• • • • 166

Science

Energy

Gravitational pull gives an object its weight

Infers that gravitational pull gives an object its weight; inferences come from participation in demonstrations.

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Science

Energy

Explaining friction

Explains and demonstrates the force of friction.

• • • • 168

Science

Energy

Gravity and friction Explains and demonstrates that will eventually cause gravity and friction will eventually an object in motion cause an object in motion to stop. to stop

Science

Energy

Newton’s First Law of Motion: Inertia makes objects remain at rest or continue in motion

Science

Energy

Electrical currents Demonstrates and offers a simple flow through a explanation of the flow of an conducting material electrical current through a conducting material.

Science

Energy

Build a simple electromagnet

Science

Energy

Transformation of energy from one form to another

Science

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Explains and demonstrates that the property of inertia makes objects remain at rest or continue in motion.

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Demonstrates the transformation of energy from one form to another.

• • • • 173

Energy

Newton’s Third Demonstrates that every motion Law of Motion: creates a force equal and opposite Every motion to it (Newton’s Third Law). creates a force equal and opposite

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Science

Technology

Introduction to the Demonstrates through principles of levers experimentation and hands-on experiences the principles of levers.

Science

Technology

Introduction to the Demonstrates through principles of experimentation and hands-on inclined planes experiences the principles of inclined planes.

Science

Technology

Introduction to the Demonstrates through principles of wheels experimentation and hands-on and axles experiences the principles of a wheel and axle.

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Constructs a simple electromagnet and demonstrates that the number of coils of wire determine its magnetic attraction.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Science

Technology

Introduction to the Demonstrates through principles of experimentation and hands-on pulleys experiences the principles of pulleys.

• • • • • • 178

Science

Technology

Introduction to the Demonstrates through principles of experimentation and hands-on wedges experiences the principles of wedges.

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Science

Technology

Introduction to the Demonstrates through principles of screws experimentation and hands-on experiences the principles of screws.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Science

Technology

Science

The technologies behind simple machines and structures

ID #

Experiences through demonstrations, hands-on activities and research various simple technologies used in constructing a Chinese balance and models of several simple machines and structures, such as a water wheel, a windmill, sail boat, igloo, grass hut, log home, stone hut, and a simple wood frame home.

• • • • • • 181

Simple technologies used by early humans and civilizations

Experiences through demonstrations, hands-on activities, and research various simple technologies used to: build a brick mold to make bricks; make primitive cutting implements; make a pit kiln for firing pots and vessels from clay. (Correlates with ancient history)

• • • • • • 182

Technology

Roman Arches

Constructs a Roman Arch accurately.

• • • • • • 183

Science

Technology

Early human and animal sources of power

Explains, through demonstrations and research, how people used their own power to accomplish heavy work and how the use of domesticated animal provided a more efficient source of power.

• • • • 184

Science

Technology

How different types of power sources and engines operate: Windmills

Explains, through demonstrations, research, and constructing a model, how a windmill operates and can be used.

• • • • 185

Science

Technology

How different types of power sources and engines operate: Watermills

Explains, through demonstrations, research, and constructing a model, how a watermill operates and can be used.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Technology

How different types of power sources and engines operate: Sail boats

Explains, through demonstrations, research, and constructing a model, how a sail boat operates and can be used.

• • • • 187

Science

Technology

How different types of power sources and engines operate: Steam engines

Explains, through demonstrations, research, and using a model, how a steam engine operates and can be used.

• • • • 188

Science

Technology

How different types Explains, through of engines operate: demonstrations, research, and Gasoline motors using a model, how a a gasoline motor operates and is used.

• • • • 189

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Technology

How different types Explains, through of engines operate: demonstrations, research, and Diesel motors using a model, how a a diesel motor operates and is used.

• • • • 190

Science

Technology

How different types Explains, through of engines operate: demonstrations, research, and Electric motors using a model, how a electric motor operates and is used.

• • • • 191

Science

Technology

How different types Explains, through of engines operate: demonstrations, research, and Aviation motors using a model, how an aviation motor operates and is used.

• • • • 192

Science

Technology

How different types Explains, through of engines operate: demonstrations, research, and Jet engines using a model, how a jet engine operates and is used.

• • • • 193

Science

Technology

How different types Explains, through of engines operate: demonstrations, research, and Rocket engines using a model, how a rocket engine operates and is used.

• • • • 194

Science

Technology

Sources of Power

• • • • 195

Science

Technology

How batteries work Explains how a battery stores power through demonstration and experimentation.

Science

Technology

Building a simple electric motor

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Constructs a simple, working electric motor.

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Explain, through demonstrations and experimentation, the different sources of power, and how they generate power for human consumption.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Technology

How traditional electric light bulbs work

Through demonstration and experimentation, explains and understands how an electric light bulb operates.

• • • • 198

Science

Technology

Radio and Television

Through demonstration and experimentation, explains and understands the principles involved in radio and television.

• • • • 199

Science

Technology

Introduction to microchips and computer technology

Through demonstration and experimentation, explains and understands the principles involved in microchips and computers.

• • • • 200

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6th

ID #

Technology

Principles of Flight Explains and understands the principles of flight through demonstration and experimentation.

• • • • 201

Science

Technology

Introduction to Lasers

Through demonstration and experimentation, explains and understands the principles of lasers and their various uses.

• • • • 202

Science

Technology

Introduction to Microwaves

Through demonstration and experimentation, explains and understands the principles of microwaves and their uses.

• • • • 203

Science

Astronomy

Gravity and its role Through demonstration and in the formation of experimentation, explains a star and nebula gravity’s role in the formation of protogalactic nebula and the formation of the first stars.

Science

Astronomy

How stars are formed

Through demonstration and experimentation, explains the current understanding of how stars are formed.

• • • • 205

Science

Astronomy

Introduction to stellar nucleosynthesis

Through demonstration and experimentation, explains the fundamentals of stellar nucleosynthesis.

• • • • 206

Science

Astronomy

Life cycle of stars

Through demonstration and experimentation, explains the current understanding of the life cycle of stars.

• • • • 207

Science

Astronomy

What causes the differences in apparent brightness of stars?

Through demonstration and experimentation, explains the apparent brightness of stars, being related to size, distance from Earth, and temperature.

• • • • 208

Science

Astronomy

Why do the stars appear to move?

Through demonstration and experimentation, explains that the apparent movement of stars is related to the rotation of the Earth on its axis.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Science

Astronomy

Introduction to the Through demonstration and concept of a light experimentation, understands and year explains the concept of a light year.

Science

Astronomy

Calculating the Calculates the distance from distance from Earth Earth of a cosmic object located in miles or X-light years away. kilometers when given distance in terms of light years

Science

Astronomy

Introduction to black holes

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 210 • 211

Through demonstration and experimentation, explains the currently held scientific theory about black holes.

• • • • 212

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Astronomy

Introduction to the Uses an optical telescope. telescope

• • • • 213

Science

Astronomy

Optical telescopes, radio telescopes, and spectrographs.

• • • • 214

Science

Astronomy

What a star’s Through demonstration, spectrum can tell us experimentation, and research, explains how a star’s spectrum is used to determine its chemical composition.

• • • • 215

Science

Astronomy

Introduction to galaxies

Through demonstration, experimentation, and research, explains galaxies.

• • • • 216

Science

Astronomy

Our solar system

Through demonstration, experimentation and research, demonstrates in-depth understanding about the various planets and satellites in our solar system.

• • • • 217

Science

Astronomy

Day and night, the Through demonstration, seasons, and length experimentation, and research, of daylight demonstrates an understanding about day and night, the seasons, and changes in the length of day light.

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Solstices and equinoxes

Through demonstration, experimentation, and research, demonstrates an understanding about solstices and equinoxes.

Perihelions and aphelions

Through demonstration, experimentation, and research, demonstrates an understanding about perihelions and aphelions.

Science

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Through demonstration, experimentation, and research, demonstrates an understanding about: optical telescopes, radio telescopes, and spectrographs.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Astronomy

Introduction to tides on Earth

Through demonstration, experimentation, and research, demonstrates an understanding of Earth/Moon relationships and the resulting tides on Earth.

• • • • 221

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6th

ID #

Astronomy

Solar and lunar eclipse

Through demonstration, experimentation, and research, demonstrates an understanding of solar and lunar eclipses.

• • • • 222

Science

Astronomy

Meteorites and comets

Through demonstration, experimentation, and research, demonstrates an understanding of meteorites and comets.

• • • • 223

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Earth Science: Geology Preparation

Layers of the Earth Through demonstration, experimentation, and research, demonstrates an understanding of the layers of the Earth.

• • • • 224

Science

Earth Science: Geology Preparation

The eight basic elements of the Earth

Through demonstration, experimentation, and research, demonstrates an understanding of the eight basic elements of the Earth.

• • • • 225

Science

Earth Science: Geology Preparation

How weather shapes the land

Through demonstration, experimentation, and research, demonstrates an understanding of the forces of weather on Earth.

• • • • 226

Science

Earth Science: Geology Preparation

How grains of sand Through demonstration, are formed experimentation, and research, demonstrates an understanding of grains of sand in relation to weathering on Earth.

Science

Earth Science: Tectonic plates Geology - Plate Tectonics

Through demonstration, experimentation, and research, demonstrates an understanding that the Earth’s crust is made of plates.

• • • • 228

Science

Earth Science: What happens at Geology - Plate the edges of Tectonics tectonic plates?

Through demonstration, experimentation, and research, demonstrates an understanding about what happens at the edges of Earth’s Plates.

• • • • 229

Science

Earth Science: Convergent and Geology - Plate divergent Tectonics movement in Earth’s tectonic plates

Through demonstration, experimentation, and research, demonstrates an understanding of convergent and divergent movement in Earth’s plates.

• • • • 230

Science

Earth Science: Convergent plates’ Geology - Plate subduction and Tectonics mountain building

Through demonstration, experimentation, and research, demonstrates an understanding regarding Convergent Plates’ Subduction and Mountain Building.

• • • • 231

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Earth Science: New land is formed Geology - Plate when tectonic Tectonics plates move apart (Divergent Boundaries)

Through demonstration, experimentation, and research, demonstrates an understanding that when Tectonic Plates move apart (Divergent Boundaries), molten material moves to the surface and new land is formed.

• • • • 232

Science

Earth Science: Parallel movement Geology - Plate of the Earth’s Tectonics tectonic plates

Through demonstration, experimentation, and research, demonstrates an understanding that the Earth’s Tectonic Plates also move parallel to each other.

• • • • 233

Science

Earth Science: The Ring of Fire Geology - Plate Tectonics

Through demonstration, experimentation, and research, demonstrates an understanding about the Ring of Fire.

• • • • 234

Science

Earth Science: Volcanoes Geology - Plate Tectonics

Demonstrates an understanding about types of volcanoes through demonstration, experimentation, and research.

• • • • 235

Science

Earth Science: Classifying rocks Geology - Rocks & Minerals

Through demonstration, experimentation, and research, demonstrates an understanding about classifying rocks by grading, color, types of rocks.

• • • • 236

Science

Earth Science: Igneous (including Geology - Rocks Extrusive and & Minerals Intrusive Igneous rocks); Sedimentary; and Metamorphic Rocks

Through demonstration, experimentation, and research, demonstrates an understanding about the different types of rocks: Igneous (including Extrusive and Intrusive Igneous rocks); Sedimentary; and Metamorphic.

• • • • 237

Science

Earth Science: The Rock Cycle Geology - Rocks & Minerals

Through demonstration, experimentation, and research, demonstrates an understanding of the Rock Cycle.

• • • • 238

Science

Earth Science: Clastic Sedimentary Through demonstration, Geology - Rocks Rocks experimentation, and research, & Minerals demonstrates an understanding of how Clastic Sedimentary rocks are formed.

• • • • 239

Science

Earth Science: How chemical Geology - Rocks processes form & Minerals Sedimentary rocks

Through demonstration, experimentation, and research, demonstrates an understanding of how chemical processes form solids and, at times, these are Sedimentary rocks.

Science

Earth Science: How living Geology - Rocks organisms can & Minerals create Biogenetic Sedimentary rocks

Through demonstration, experimentation, and research, demonstrates an understanding of how, at times, living organisms can create Sedimentary rocks called Biogenetic Sedimentary rocks.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Science

Earth Science: Extrusive and Geology - Rocks Intrusive Igneous & Minerals rocks

Curriculum Element

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • • • 242

Earth Science: Foliated and Through demonstration, Geology - Rocks Non-foliated experimentation, and research, & Minerals Metamorphic rocks demonstrates an understanding of how heat and pressure within the Earth create Metamorphic rocks and the difference between Foliated and Non-foliated Metamorphic rocks.

• • • • 243

Science

Earth Science: Differences Geology - Rocks between rocks and & Minerals minerals

Through demonstration, experimentation, and research, demonstrates an understanding of the differences between rocks and minerals.

• • • • 244

Science

Earth Science: How mineral Geology - Rocks crystals are formed & Minerals

Through demonstration, experimentation, and research, demonstrates an understanding of how to create Mineral crystals.

• • • • 245

Science

Earth Science: Why the size of Geology - Rocks Mineral Crystals & Minerals varies as a result of fast and slow evaporation

Through demonstration, experimentation, and research, demonstrates an understanding of how the crystals in Minerals will vary in size as a result of fast and slow evaporation.

• • • • 246

Science

Earth Science: Tests used to Discusses, understands, and Geology - Rocks identify Minerals performs some of the tests & Minerals and their properties mineralogists use to identify Minerals and their properties.

Science

Earth Science: Weather

How wind is created

Discusses, understands, and explains Wind.

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Earth Science: Weather

Weather Vanes

Discusses, understands, constructs, and uses a Weather Vane.

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Science

Earth Science: Weather

Anemometers

Science

Earth Science: Weather

The Beaufort Wind Discusses, understands, and Scale explains the Beaufort Wind Scale.

Science

Earth Science: Weather

Wind and how it reshapes the landscape

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Through demonstration, experimentation, and research, demonstrates an understanding of how Igneous rock is formed; explains the different characteristics of both Extrusive and Intrusive Igneous rocks.

Science

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Discusses, understands, and explains the use of an Anemometer.

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Discusses, understands, and explains how the wind helps to reshape the landscape.

Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Earth Science: Weather

The world's major wind systems

Discusses, understands, and explains the World's Winds: Polar Easterlies, Trade Winds, Prevailing Westerlies.

Science

Earth Science: Weather

Hydrologic Cycle

Discusses, understands, and explains the Hydrologic Cycle.

• • • • 254

Science

Earth Science: Weather

Introduction to cloud study

Discusses, understands, and explains Clouds: how they are formed, kinds of clouds, and the types of precipitation they produce.

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6th

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Weather fronts

Discusses, understands, and explains different types of weather fronts and the relating types of weather that can occur as a result of these.

• • • • 256

Science

Earth Science: Weather

Symbols on a weather map

Interprets symbols from a weather map.

• • • • 257

Science

Earth Science: Weather

How mountain ranges can affect weather

Discusses, understands, and explains how mountain ranges can affect weather.

• • • • 258

Science

Earth Science: Weather

Introduction to major types of storms

Discusses, understands, and explains different kinds of storms and the relating weather: Tornadoes, Waterspouts, Hurricanes, Tropical Depressions, Tropical Storms, Blizzards.

• • • • 259

Science

Earth Science: Weather

Why changing air Discusses, understands, and pressure can help us explains air pressure and how predict storms changing air pressure helps predict when a storm will occur.

• • • • 260

Science

Earth Science: Weather

Introduction to the Discusses, understands, and Barometer explains the use of a Barometer.

• • • • 261

Science

Earth Science: Weather

Introduction to lightning

Discusses, understands, and explains Lightning: types, properties, effects, interesting facts, and safety.

Science

Earth Science: Weather

Thunder and lightning

Discusses, understands, and explains the relationship between Thunder and Lightening.

Science

Earth Science: Meteorology

The role of a Meteorologist

Discusses, understands, and explains the role of a Meteorologist.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Earth Science: Meteorology

How Meteorologists obtain data

Discusses, understands, and explains the various ways a Meteorologist obtains data.

• • • • 265

Science

Earth Science: Meteorology

Weather instruments

Discusses, understands, and explains the various instruments used in monitoring the atmosphere.

• • • • 266

Science

Earth Science: Climate

Differences between Weather and Climate

Discusses, understands, and explains the differences between Weather and Climate.

• • • • 267

Science

Earth Science: Climate

Factors that make up Climate

Discusses, understands, and explains the many factors that make up Climate.

• • • • 268

Science

Earth Science: Climate

How climate affects Discusses, understands, and the way people live explains how Climate affects: people’s clothing, housing, and types of food grown.

Science

Earth Science: Climate

How climate determines what plants and animals will thrive

Discusses, understands, and explains how Climate determines the types of vegetation and animals that thrive.

• • • • 270

Science

Earth Science: Climate

Climate and pollution

Discusses, understands, and explains how Climate is thought to be affected by a variable, such as pollution (Greenhouse Effect).

• • • • 271

Science

Being a Scientist: Measurement

Precise scientific Uses scientific scales (and other measurement: mass instruments for measuring mass) carefully and appropriately and can do so in both measurement systems.

• • • • • • 272

Science

Being a Scientist: Measurement

Physical science: Rulers and measuring tapes

Uses various rulers and measuring tapes carefully and appropriately to make observations in relation to physical science explorations and can do so in both measurement systems.

• • • • • • 273

Science

Being a Scientist: Measurement

Life science: Using a thermometer in life science 3

Uses a thermometer carefully and appropriately in classroom experiments and earth-science related activities.

• • • • • • 274

Science

Being a Scientist: Observation Gathering & Analyzing Data

Classification by Groups and classifies objects or physical or chemical data according to physical or properties chemical properties.

• • • • • • 275

Science

Being a Scientist: Observation Gathering & Analyzing Data

Using more powerful hand magnifiers

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6th

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Uses a hand magnifier carefully and appropriately to investigate objects on a larger scale.

Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Being a Scientist: Observation Gathering & Analyzing Data

Parts of the microscope and correct use 1

Understands the various parts of the microscope, their functions and how to use a microscope carefully and appropriately.

• • • • 277

Science

Being a Scientist: Observation Gathering & Analyzing Data

Parts of the microscope and correct use 2

Uses various microscopes carefully and appropriately to analyze specimens.

• • • • 278

Science

Being a Scientist: Observation Gathering & Analyzing Data

Microscope: preparing slides

Prepares own slides, using either dry or wet mount.

• • • • 279

Science

Being a Scientist: Observation Gathering & Analyzing Data

Precise descriptions Demonstrates objective of objects being observational skills by accurately studies describing the physical properties of objects.

Science

Being a Scientist: Observation Gathering & Analyzing Data

Gathering data samples

Demonstrates at least two techniques for obtaining samples of data.

• • • • 281

Science

Being a Scientist: Observation Gathering & Analyzing Data

Classification of objects with precision

Classifies objects correctly.

• • • • 282

Science

Being a The Scientific Scientist: Method Scientific Experimentation 1

Science

Being a Defining and Scientist: testing a Scientific Scientific Hypothesis Experimentation 1

Understands the meaning of a Hypothesis and conducts a simple experiment to prove or disprove a Scientific Hypothesis.

Science

Being a Scientist: Scientific Experimentation 1

Reporting outcomes of a scientific experiments ad drawing conclusions

Accurately records findings from a science experiment/project and draws objective conclusions from the data.

Science

Being a Scientist: Scientific Experimentation 1

Preparing and interpreting graphs and charts that display the result of an experiment

Accurately records findings from a science experiment/project and draws objective conclusions from the data, using graphs or charts.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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6th

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Describes accurately the steps of the Scientific Method.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Being a Scientist: Scientific Experimentation 1

Distinguishes between observations and inferences

Distinguishes between observations and inferences in science experiments or investigative experiences.

• • • • 287

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

Being a Demonstrations Scientist: and experiments Scientific Experimentation 2

Explains the difference between a demonstration and an experiment.

• • • • 288

Science

Being a Designing a science Scientist: experiment Scientific Experimentation 2

Designs own science experiment (understands the concept of variables), conducts the experiment, records observations and data, and draws conclusion from the results.

• • • • 289

ev

Science

Science

Classifying: Taxonomy 1

Differences among Observes differences in various the kingdoms of life specimens representing the different kingdoms.

Science

Classifying: Taxonomy 1

Rationale behind the classification scheme for plants and animals

Discusses and understands the rationale of why the different life forms on Earth are classified.

• • • • 291

Science

Classifying: Taxonomy 1

The Six Kingdoms and their subdivisions

Discusses the Six Kingdoms or the Three- Domain System and the subdivisions within these; is aware that scientists are continually making discoveries that might change this structure.

• • • • 292

Science

Classifying: Taxonomy 2

Introduction to the Works with the Chinese Boxes to Chinese Boxes develop an understanding of one type of classification system.

• • • • 293

Science

Classifying: Taxonomy 2

Investigating using the Chinese Boxes

• • • • 294

Science

Classifying: Taxonomy 3

Difference between Discovers and explains the living and nondifferences between different living organisms living and non-living organisms.

••

R

Classifying: Taxonomy 3

The differences Discovers and explains the between plants and differences between plants and animals animals.

••

R

Classifying: Taxonomy 3

The differences between plant and animal cell structures

w Uses the Chinese Boxes to spark investigations within any classification area.

295

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• • • • • • 290

Discovers and explains the differences between plant and animal cell structures.

Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Classifying: Taxonomy 3

Differences between plants, animals, and prokaryotic organisms

Discovers and explains the differences between plants, animals, and prokaryotic organisms.

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

• • 298

Classifying: Taxonomy 3

The functions of Identifies and understands that different cells there are different cells within an within an organism organism, which perform different functions.

• • 299

Science

Classifying: Taxonomy 3

The differences between the cell structures of plants, animals, and prokaryotic organisms

Discovers and explains the differences between the cell structures of plants, animals, and prokaryotic organisms.

• • 300

Study of Animals 1

Similarities and differences in various mammals

Discovers, identifies, and explains (in different ways) the similarities and differences in various Mammals.

•••

R

301

Study of Animals 1

Similarities and differences in various fish

Discovers, identifies, and explains (in different ways) the similarities and differences in various Fish.

•••

R

302

Study of Animals 1

Similarities and differences in various birds

Discovers, identifies, and explains (in different ways) the similarities and differences in various birds.

•••

R

303

Study of Animals 1

Similarities and Discovers, identifies, and explains differences in (in different ways) the similarities various amphibians and differences in various amphibians.

•••

R

304

Study of Animals 1

Similarities and differences in various reptiles

•••

R

305

Study of Animals 1

Similarities and differences between vertebrates and invertebrates

Discovers, identifies, and explains (in different ways) the similarities and differences between vertebrates and invertebrates.

•••

R

306

Study of Animals 1

Similarities and differences in various insects

Discovers, identifies, and explains (in different ways) the similarities and differences in various Insects.

•••

R

307

Study of Animals 1

Similarities and differences in various molluscs

Discovers, identifies, and explains (in different ways) the similarities and differences in various Molluscs.

•••

R

308

Study of Animals 1

Similarities and Discovers, identifies, and explains differences in (in different ways) the similarities various crustaceans and differences in various Crustaceans.

•••

R

309

Science

Science

Science

Science

Science

Science

Science

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Science

Discovers, identifies, and explains (in different ways) the similarities and differences in various reptiles.

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Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Science

Study of Animals 2

Needs of different animals for food

Discovers, identifies, and explains (in different ways) the needs of different animals regarding food.

•••

Study of Animals 2

The Food Web

••• • •

R 311

Study of Animals 2

Different nutritional needs of herbivores, carnivores, and omnivores

Discovers, identifies, and explains (in different ways) the different nutritional needs of herbivores, carnivores, and omnivores.

• • •

R 312

R

6th

ID #

310

Pr

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Discovers, identifies, and explains (in different ways) the role of different animals in the Food Web.

Science

Study of Animals 3

The different adaptations of herbivores, carnivores, and omnivores

Discovers, identifies, and explains (in different ways) the different adaptations of herbivores, carnivores, and omnivores.

• • • • 313

Science

Study of Animals 3

Adaptations of animals to specific biome environments

Discovers, identifies, and explains (in different ways) the adaptations of animals to specific biome environments.

• • •

Science

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R 314

Study of Animals 4

How different animals reproduce

Discovers, identifies, and explains (in different ways) how different animals reproduce.

• • • • 315

Science

Study of Animals 4

Reproduction of microscopic organism

Discovers, identifies, and explains (in different ways) how microscopic organisms reproduce.

• • • • 316

Science

Study of Animals 5

Role of camouflage Discovers, identifies, and explains as a defense (in different ways) the role of mechanism camouflage as a defense mechanism and other defense strategies animals use.

Science

Study of Animals 6

Internal anatomy of Discusses and understands the different animals internal anatomy of different animals.

Science

Study of Animals 6

Introduction to human anatomy 1

Explains, in simple terms, the functions of the major organs of our bodies: brain, heart, lungs, stomach, intestines.

Study of Animals 6

Introduction to human anatomy 1

Explains, in simple terms, the functions of the major organs of our bodies: brain, heart, lungs, stomach, intestines, as well as our skin.

Study of Animals 6

Introduction to human anatomy 2

Can name some of the major bones found in the human skeletal system, including the skull, spinal column, jaw, pelvis, ribs, and shoulder blades.

R

317

• • • • 318

I

•••••

319

I

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320

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Study of Animals 6

Introduction to human anatomy 2

Discusses and understands the internal anatomy and functions of the different systems in the human body: including skin, muscles, organs (including the kidneys, liver,eyes, sense of taste, and sense of smell), the endocrine system, and the nervous system.

• • • • 322

Can name the major bones found in the human skeletal system, including the skull, spinal column, vertebrae, jaw, pelvis, ribs, sternum, shoulder blades/clavicles, humerus, ulna, radius, femur, tibia, fibula.

• • • • 323

Pr

Area

Science

Study of Animals 6

Introduction to human anatomy 2

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

ev Study of Animals 7

Relationship Discusses and explains (in between people and different ways) the varied animals relationships humans have with animals: food, pets, entertainment, sport.

• • • • 324

Science

Study of Animals 7

How humans have affected animal habitats

Discusses and explains (in different ways) the effects humans have had on animals in their natural habits.

• • • • 325

Science

Study of Animals 7

Animal husbandry

Discusses and explains (in different ways) the different aspects of animal husbandry.

• • • • 326

Science

Botany 1

Identifying local plants, trees, and flowers

Botany 1

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Science

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Science

Identifies common trees, flowers, and classroom plants around the school.

Botany 1

Introduction to Field Guides

Uses a field guide to assist in identifying various plants.

Science

Botany 1

The parts of a flower

Identifies and explains (in different ways) the parts of a flower.

Science

Botany 1

Botany 1

The parts of a seed Identifies and explains (in different ways) the parts of a seed. The parts of a tree

327

•••

R

328

Identifies and explains (in different ways) the parts of a tree.

Science

• • • • 329

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Science

R

C

Identifies common Uses specific criteria and trees and flowers by identifies common trees and specific criteria flowers.

•••

I

I

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••• •

R

330

••• •

R

331

••• •

R

332


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Science

Botany 1

The parts of a leaf

Identifies and explains (in different ways) the parts of a leaf.

Botany 1

I

••• •

Science

Botany 1

Science

Botany 1

ID #

333

Botanical names for Identifies and explains (in leaf shapes different ways) the botanical names for leaf shapes.

• • •

R 334

Botanical terms for Identifies and explains (in leaf margins different ways) the botanical terms for leaf margins.

• • •

R 335

Botanical terms for Identifies and explains (in leaf venation different ways) the botanical terms for leaf venation.

• • •

R 336

Botanical terms for Identifies and explains (in root types different ways) the botanical terms for root types.

• • •

R 337

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Science

Botany 1

6th

R

Pr

Science

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Botany 2

Monocots and dicots

Discovers, identifies, differentiates, and explains (in different ways) the characteristics of monocots and dicots.

• • • • 338

Science

Botany 2

Bryophytes and tracheophytes

Discovers, identifies, differentiates, and explains (in different ways) the characteristics of bryophytes and tracheophytes.

• • • • 339

Science

Botany 2

Angiosperms and gymnosperms

Discovers, identifies, differentiates, and explains (in different ways) the characteristics of angiosperms and gymnosperms.

• • • • 340

Science

Botany 3

The function of roots

Discovers, identifies, and explains (in different ways) the function of roots.

• • • • 341

Science

Botany 3

The function of flowers

Discovers, identifies, and explains (in different ways) the function of flowers.

• • • • 342

Science

Botany 3

The function of fruits

Discovers, identifies, and explains (in different ways) the function of fruit.

• • • • 343

Science

Botany 3

Different types of fruits

Discovers, identifies, and explains (in different ways) the different types of fruits.

• • • • 344

Science

Botany 3

The function of seeds

Discovers, identifies, and explains (in different ways) the function of a seed.

• • • • 345

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Botany 3

How seeds are dispersed

Discovers, identifies, and explains (in different ways) how seeds have adapted to disperse themselves.

• • • • 346

Science

Botany 3

Function of the plant stem

Discovers, identifies, and explains (in different ways) the function of the plant stem.

• • • • 347

Science

Botany 3

The circulatory Discovers, identifies, and explains system of the plant (in different ways) the circulatory stem system of the plant stem.

• • • • 348

Science

Botany 3

The function of leaves and process of Photosynthesis

Discovers, identifies, and explains (in different ways) the function of leaves and the process of Photosynthesis.

• • • • 349

Science

Botany 4

Why plants need to carry out the function of Photosynthesis

Discovers, identifies, and explains (in different ways) the basic needs of plants to carry out Photosynthesis.

• • • • 350

Science

Botany 4

The basic needs of plants

Discovers, identifies, and explains (in different ways) the basic needs of plants.

Science

Botany 4

ie

• • • • 351

Plants contain water Discovers, identifies, and demonstrates that plants contain water.

• • • • 352

Science

Botany 4

How plants adapt Discovers, identifies, and to the environment demonstrates that plants adapt to their environment.

• • • • 353

Science

Botany 4

Plants grow in Discovers, identifies, and predictable patterns demonstrates that plants grow in predictable patterns.

• • • • 354

Science

Botany 5

How people use plants

Discovers, identifies, explains, and demonstrates the varied relationships between humans and plants: food, clothing, furniture, housing, medicinal, and so on.

• • • • 355

Science

Care of Plants

Caring for indoor plants

Actively participates in the appropriate care of indoor classroom plants.

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Pr

Area

6th

ID #

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Care of Plants

Root cuttings

Actively researches and/or participates in performing root cuttings of classroom plants for proliferation.

Science

Care of Plants

Plants’ need for light and water

Actively researches and demonstrates knowledge of different plants’ needs regarding water and light.

Science

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Care of Plants

How seeds should be planted

Actively researches and demonstrates knowledge of how to plant seeds and the differing requirements needed for different seed varieties.

• • • • 359

Actively researches and demonstrates knowledge of cold frames and their use in seed germination.

• • • • 360

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Science

Care of Plants

Cold frames and their use in seed germination

Science

Care of Plants

Growing vegetables Actively researches and demonstrates knowledge of raising a crop of vegetables.

6th

ID #

ev

• • • • 361

Care of Plants

Plant needs and Actively researches and designing the layout demonstrates knowledge of the of a garden needs of a variety of plants in designing the layout of a garden.

• • • • 362

Science

Care of Plants

Container gardens

Demonstrates appropriate knowledge in designing and caring for container gardens, including either flowering plants, herbs, or vegetables.

• • • • 363

Science

Care of Plants

Stakes and trellises

Actively researches and demonstrates knowledge of when and how to use stakes and trellises.

• • • • 364

Science

Care of Plants

Chemical and organic fertilizers

Actively researches and demonstrates knowledge of chemical and organic fertilizers, the pros and cons of each, and the use of these.

• • • • 365

Science

Care of Plants

Chemical versus Actively researches and organic pest control demonstrates knowledge of chemical versus organic pest control and pros and cons of each.

• • • • 366

Science

Care of Food

Food preservation: Why food spoils and how we can preserve it

Actively researches and demonstrates understanding of preventing food from being spoiled by insects, rodents, microorganisms.

• • • • 367

Science

Care of Food

Storing food to prevent spoilage

Actively researches and demonstrates understanding of how to store food to prevent spoilage.

• • • • 368

Science

Care of Food

Cleaning fruits and vegetables

Actively researches and demonstrates understanding of how to clean fruits and vegetables to prevent contamination.

• • • • 369

Science

Care of Food

Methods to extend the shelf-life of food

Actively researches and demonstrates understanding of different methods of extending the shelf-life of food.

• • • • 370

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Ecosystems 1

Food chains and food webs

Demonstrates and explains (using different methods) the difference between a food chain and a food web.

• • • • 371

Science

Ecosystems 1

Roles of different Demonstrates and explains (using organisms in a food different methods) the roles of web the different organisms in a food web.

• • • • 372

Science

Ecosystems 1

Roles of the different organisms in a food web according to type of environment

Demonstrates and explains (using different methods) the roles of the different organisms in a food web within a given environment.

• • • • 373

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

ev

Pr

Area

6th

ID #

Ecosystems 1

Predators and prey

Demonstrates an understanding (by explaining using different methods) the role of predator and a prey.

• • • • 374

Science

Ecosystems 1

Population balance Demonstrates and explains (using and overpopulation different methods) population balance and the concept of overpopulation within a food web.

• • • • 375

Science

Ecosystems 1

Scavengers

• • • • 376

Science

Ecosystems 1

The role of saprotrophs (decomposers) in an ecosystem

Demonstrates an understanding (by explaining using different methods) the role of saprotrophs (decomposers) in an ecosystem.

• • • • 377

Science

Ecosystems 1

Bio-degradable, Demonstrates an understanding recyclable, and non- (by explaining using different degradable methods) the differences between bio-degradable, recyclable, and non-degradable.

• • 378

Science

Ecosystems 1

Introduction to ecological relationships

Demonstrates an understanding (by explaining using different methods) the ecological relationships among all living organisms within a specific environment.

• • 379

Science

Ecosystems 2

Adaptation and survival

Demonstrates an understanding (by explaining using different methods) that the survival and success of living organisms over time depends on their ability to adapt.

Science

Ecosystems 2

How animals have adapted to survive

Demonstrates an understanding (by explaining using different methods) of some adaptations that have occurred in living organisms that have impacted their survival.

ie

Science

Demonstrates an understanding (by explaining using different methods) the role of scavengers in an ecosystem.

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Science

Ecology

What causes water pollution?

Actively researches and explains the different forms of water pollution.

Science

Ecology

Impact of pollution Actively researches and explains on the oceans issues pertaining to water pollution and solutions within the world's oceans.

• • 383

Science

Ecology

Acid rain

• • 384

Pr

Area

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Actively researches and explains issues pertaining to acid rain and the effects it has on living organisms.

6th

ID #

• • • • 382

ev Ecology

Has water pollution Actively researches and explains affected our local issues pertaining to water community? pollution with special attention to the local environment's different bodies of water and their specific issues and concerns.

• • 385

Science

Ecology

How does water pollution affect human beings?

Actively researches and explains issues pertaining to water pollution with special attention to the effects this has on human needs.

• • 386

Science

Ecology

Water treatment plants

Actively researches and explains the role of water treatment plants and the variety of different modern technologies being used to purify water for human needs.

• • 387

Science

Ecology

Indoor and outdoor Actively researches and explains air pollution. the different forms of indoor and outdoor air pollution.

• • • • 388

Science

Ecology

What causes air pollution?

Actively researches and explains the different causes of air pollution.

• • • • 389

Science

Ecology

The debate over Actively researches and explains greenhouse gases the debate regarding greenhouse and global warming gases and global warming, including all opinions.

• • 390

Science

Ecology

Effects of air pollution on weather and the environment

Actively researches and explains issues pertaining to air pollution, with special attention to the effects on weather patterns, changes in migration patterns of different species, destruction of existing habitats, and so on.

• • 391

Science

Ecology

How has air pollution affected humans?

Actively researches and explains issues pertaining to air pollution, with special attention to the effects this has on humans.

• • 392

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Curriculum Scope & Sequence The Art Curriculum

Montessori THE

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FOUNDATION

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Art is not a separate area of the Montessori curriculum; it is an integral component. Throughout the day, even the youngest students are surrounded by the beauty of the materials and activities that Dr. Montessori developed for each developmental level.

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From the smooth, simple elegance of the Geometric Solids to the ever-increasing complexities of drawing using the Metal Insets, Montessori uses all of the children’s senses to promote an awareness and appreciation of the beauty in all things — animate and inanimate.

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Older students will incorporate art into their lessons when studying history, science, math, and international cultures. Art and music appreciation are re-introduced in greater depth throughout the years, and students of all ages enjoy performing in dramatic and musical productions for their families and at special school-wide celebrations.

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In the early years, children are free to spend quiet moments in a special art corner of their classroom: painting, drawing, or working with age-appropriate crafts. Some Montessori schools will employ the talents of an art specialist, and many schools expand on their art programs through special after-school workshops.

Understanding the Scope and Sequence Code ... The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Art Curriculum . 2

How to Read the Code of Dots and Letters Used in the Scope and Sequence:

Pr

Montessori does not organize curriculum by the grade level at which topics are to be taught. We assume that children learn at different paces and learn best in different ways. In most cases, students in Montessori programs will work on any given skill or concept over several years. We introduce students to new lessons as soon as they seem to be ready. Likewise, we have a plan of what Montessori students ought to learn and the age/grade levels at which which we expect mastery from most students.

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Instead of arranging our curriculum by grade level, we organize it by the subsets of concepts and skills (Strands) and the sequence in which they will be taught. In our Curriculum Scope and Sequence, to the right of the list of curriculum elements, we use a series of vertical columns to represent a given span of ages or grades. We use large dots to indicate the age or grade levels at which we anticipate a given lesson will be presented. Since we do not follow a grade-by-grade curriculum, the age or grade when a child will actually be ready to begin work depends on his or her developmental readiness. Our Dot Code is simply a guideline for Montessori educators.

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When viewed in color on a computer, the dots follow a pattern of green, blue, and red, which is repeated at each Montessori three-year program cycle. The color coding makes it somewhat easier to see at which age/grade levels we anticipate children will work on concepts or skills. Normally, students return to work many times over two years or longer before they truly understand what they have studied and retain it over time.

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C As you can see by the example above, we expect that the two Math skills shown (items number 25 and 26) will normally be introduced at age four, and we anticipate that children will continue to work on them over the following year. The “R” shown in the 1st-grade column indicates that we suggest that the teachers ought to review and re-test to see if the child still understands the concept or skill. In some case the symbol “I” is used to indicate that a child should be given a first introduction to a concept or skill at a given age/grade level. Students often work on some concepts and skills over the course of several years. The Montessori Foundation • 19600 E SR 64 • Bradenton, FL 34212 941-729-9565 • www.montessori.org


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Visual Arts

Elements of Visual Art

Line

Explores types of lines using different media.

•••••• •

Elements of Visual Art

Line

Uses words to describe different types of lines: thick, thin, diagonal, horizontal, vertical, straight, curly, wavy, scalloped zigzag, long and short.

••••

Elements of Visual Art

Line

Elements of Visual Art

Line

Elements of Visual Art

Line

Pr

Visual Arts

Visual Arts

Explores lines using different pencils ranging through HB, H, and B types.

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Shape

Elements of Visual Art

Shape

Elements of Visual Art

Patterning

Elements of Visual Art

Patterning

Elements of Visual Art

Patterning

Elements of Visual Art

Patterning

Elements of Visual Art

Patterning

R

3

Alternates thin and thick stripes with different media.

••••

R

5

Creates line designs (complexity increases with age and ability).

•••••• •

Explores types of shapes using different media.

••••

R

7

Uses words to describe different types of shapes: blob, outline, geometrical names where appropriate.

••••

R

8

Explores repeat patterns using various stamps (e.g., vegetable stamps).

•••••• •

R

9

Explores making square patterns with various media.

•••••• •

R

10

Explores making half-drop patterns with various media.

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6

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Elements of Visual Art

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Line

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ID #

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6th

Explores types of lines using different media: strips of paper; thin and thick felt markers; crayons; and paint with different brushes.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

•••••• •

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11

Explores making alternative motifs with a half-drop pattern with various media.

•••••• •

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12

Explores making complex net patterns with various media.

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13

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Visual Arts

Elements of Visual Art

Patterning

Explores symmetrical and mirror images with various media.

•••••• •

Visual Arts

Elements of Visual Art

Patterning

Explores patterns and designs from various cultures and attempts to replicate those styles.

• • • • • • • • • 15

Visual Arts

Elements of Visual Art

Color

Explores primary colors using various media.

•••

R

16

Elements of Visual Art

Color

Explores mixing primary colors to produce secondary colors using various media.

•••

R

17

Elements of Visual Art

Color

Names all primary and secondary colors in context of art media.

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R

18

Visual Arts

Elements of Visual Art

Color

Uses more advanced language of color in context of art media.

• • • • • • • • • 19

Visual Arts

Elements of Visual Art

Color

Explores color value with various media.

• • • • • • • • 20

Visual Arts

Elements of Visual Art

Color

Visual Arts

Elements of Visual Art

Color

Visual Arts

Elements of Visual Art

Color

Explores tints and shades with black and white.

• • • • • • • • • 23

Visual Arts

Elements of Visual Art

Color

Explores tints and shades by adding black or white to a hue.

• • • • • • • • 24

Visual Arts

Elements of Visual Art

Color

Explores tones by adding various grays to pure hue.

Visual Arts

Elements of Visual Art

Color

Produces own color wheel - six part.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Explores effects of contrasting color.

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6th

ID #

14

• • • • • • • • 21

Makes plaid pattern with overlapping colors.

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• • • • • • 22

• • • • • • 25

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Visual Arts

Elements of Visual Art

Color

Produces own color wheel twelve part.

Visual Arts

Elements of Visual Art

Color

Produces own color wheel thirty-six part.

• • • • 28

Visual Arts

Elements of Visual Art

Color

Uses correct terminology to name pigments (e.g., cobalt blue, Prussian blue, etc.).

• • • • 29

Visual Arts

Elements of Visual Art

Textures

Explores textures by making rubbings using different media.

Visual Arts

Elements of Visual Art

Textures

Uses artistic rubbing techniques.

• • • • • • • • 31

Visual Arts

Elements of Visual Art

Textures

Explores various media to create texture in artwork.

• • • • • • • • 32

Visual Arts

Elements of Visual Art

Textures

Makes a collage with rubbings.

• • • • • • • • 33

Visual Arts

Elements of Visual Art

Space and composition

Explores composition in art with various media.

• • • • • • • • 34

Visual Arts

Elements of Visual Art

Space and composition

Fills space with various shapes and line combinations.

• • • • • • • • 35

Visual Arts

Elements of Visual Art

Light and shadow

Explores negative and positive images with various media.

• • • • • • • • 36

Visual Arts

Elements of Visual Art

Light and shadow

Uses shading to represent shadow and dimension.

• • • • • • • • 37

Visual Arts

Elements of Visual Art

Light and shadow

Becomes aware of shadow and effects of light direction.

• • • • • • • • 38

Visual Arts

Elements of Visual Art

Light and shadow

Explores shadow/light and shade with various media.

• • • • • • • • 39

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

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6th

ID #

27

• • • • • • • • • 30

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Visual Arts

Using Art Materials and Media

Cutting

Uses scissors to perform initial cutting exercises: one snip.

•••

40

Using Art Materials and Media

Cutting

Uses scissors to perform initial cutting exercises: on a diagonal.

•••

41

Using Art Materials and Media

Cutting

Uses scissors to perform initial cutting exercises: two or more snips.

•••

42

Using Art Materials and Media

Cutting

Uses scissors to perform initial cutting exercises: zigzag lines.

•••

43

Using Art Materials and Media

Cutting

Uses scissors to perform initial cutting exercises: cutting on a curved line.

•••

44

Using Art Materials and Media

Cutting

Cuts out a square or rectangle.

45

Using Art Materials and Media

ie

•••

Cutting

•••

46

Using Art Materials and Media

Cutting

Cuts a shape from the middle of a page.

•••

47

Using Art Materials and Media

Cutting

Cuts spirals.

•••

48

Using Art Materials and Media

Cutting

•••

49

Using Art Materials and Media

Cutting

•••

50

Using Art Materials and Media

Cutting

•••

51

Using Art Materials and Media

Cutting

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Cuts folded paper.

Cuts chain links.

Applies cutting on lines and free hand to produce various items.

Visual Arts

ID #

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Visual Arts

Cuts corners.

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Visual Arts

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Visual Arts

Cuts a free-form shape.

6th

•••••• •

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Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Lesson/Material

Curriculum Element

Visual Arts

Using Art Materials and Media

Gluing

Glues mosaics.

Using Art Materials and Media

Gluing

Using Art Materials and Media

Gluing

Visual Arts

Using Art Materials and Media

Visual Arts

Glues super-imposed forms.

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Visual Arts

Visual Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

6th

ID #

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53

•••

54

•••••• •

Gluing

Creates a collage with different media.

• • • • • • • • • 56

Using Art Materials and Media

Gluing

Uses edge-gluing techniques to create three-dimensional structures.

Using Art Materials and Media

Gluing

Using Art Materials and Media

Printing and stamping

Visual Arts

Using Art Materials and Media

Printing and stamping

Explores different media for printing and stamping.

Visual Arts

Using Art Materials and Media

Printing and stamping

Uses printing and stamping techniques in projects.

Visual Arts

Using Art Materials and Media

Painting

Explores texture, line, and form with one color at a time.

•••

62

Using Art Materials and Media

Painting

Uses two colors together without mixing (keeping brush clean).

•••

63

Using Art Materials and Media

Painting

Uses three primaries to mix other colors.

•••

64

Using Art Materials and Media

Painting

Paints with tempera.

•••

65

ev

Glues patterns with various media and with increasing complexity.

Visual Arts

Visual Arts

55

57

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58

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59

• • • • • • • • 60 • • • • • • 61

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Uses stamping materials effectively.

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Visual Arts

Makes paper chains.

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Page 5

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Visual Arts

Using Art Materials and Media

Painting

Paints with water colors.

Visual Arts

Using Art Materials and Media

Painting

Paints with transparent water colors.

Visual Arts

Using Art Materials and Media

Painting

Paints with acrylics.

• • • • • • 68

Visual Arts

Using Art Materials and Media

Painting

Paints with gouache.

• • • • • • 69

Visual Arts

Using Art Materials and Media

Painting

Paints with oils.

• • • • • • 70

Visual Arts

Using Art Materials and Media

Painting

Explores crayon resist painting techniques.

R

71

Using Art Materials and Media

ie

•••••• •

Painting

Explores textured painting techniques.

•••••• •

R

72

Using Art Materials and Media

Painting

•••••• • •

R 73

Visual Arts

Using Art Materials and Media

Paper Folding and Cutting

Visual Arts

Using Art Materials and Media

Paper Folding and Cutting

Explores various uses of paper to create texture.

• • • • • • • • • 75

Visual Arts

Using Art Materials and Media

Paper Folding and Cutting

Makes paper snowflakes.

•••

R

76

Using Art Materials and Media

Paper Folding and Cutting

Uses double-sided paper to create interesting textures.

•••

R

77

Using Art Materials and Media

Paper Folding and Cutting

Follows simple origami patterns to create objects.

• • • • • • • • • 78

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

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Area

Visual Arts

Explores elementary origami folds (valley and mountain folds).

• • • • • • • • • 74

Visual Arts

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Visual Arts

Explores wet-on-wet painting.

ID #

66

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Visual Arts

Using Art Materials and Media

Paper Folding and Cutting

Follows more complex origami patterns to create objects.

• • • • • • • • • 79

Visual Arts

Using Art Materials and Media

Threading

Makes chains with various media.

• • • • • • • • • 80

Visual Arts

Using Art Materials and Media

Threading

Explores repeating patterns with various media.

•••••• •

Using Art Materials and Media

Modeling

Explores kneading, stretching, squeezing, and rolling clay.

••••

R

82

Using Art Materials and Media

Modeling

Makes simple pinch pot with clay.

••••

R

83

Using Art Materials and Media

Modeling

••••

R

84

Using Art Materials and Media

Modeling

••••

R

85

Using Art Materials and Media

Modeling

••••

R

86

Visual Arts

Using Art Materials and Media

Modeling

Makes plaster of Paris molds.

Visual Arts

Using Art Materials and Media

Modeling

Uses vocabulary such as wedging, slip, and names of tools.

Visual Arts

Using Art Materials and Media

Modeling

Works independently with clay to complete own projects using various techniques.

Visual Arts

Using Art Materials and Media

Modeling

Mixes salt dough.

Visual Arts

Using Art Materials and Media

Modeling

Makes salt-dough figures.

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Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Visual Arts

Visual Arts

Makes simple slab constructions with clay.

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Visual Arts

Makes coil pot with clay.

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Visual Arts

Adds decoration to clay constructions.

ID #

81

• • • • • • • • 87

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• • • • • • • • • 88 • • • • 89

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6th

• • • • • • • • 90 • • • • • • • • 91

Page 7

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Strand

Lesson/Material

Curriculum Element

Visual Arts

Using Art Materials and Media

Wax Crayon Techniques

Creates batik effect with wax crayons and ink.

• • • • • • • • 92

Visual Arts

Using Art Materials and Media

Wax Crayon Techniques

Explores sgraffito/etching with wax crayons.

• • • • • • • • 93

Visual Arts

Using Art Materials and Media

Wax Crayon Techniques

Explores melted-wax techniques.

• • • • • • • • 94

Visual Arts

Developmental Stages Stages in Visual Art

Explores media through uncontrolled or poorly controlled scribbles.

•••

95

Developmental Stages Stages in Visual Art

Scribbles become controlled with evidence of composition and intentional use of shapes.

•••

96

Developmental Stages Stages in Visual Art

Combines shapes with lines and outlines to build individual line formations.

•••

97

Developmental Stages Stages in Visual Art

Uses lines to create designs.

•••

98

Uses symbols (such as mandalas, suns, and radials), as child moves between non-representative exploration and representative art.

•••

99

Developmental Stages Stages in Visual Art

Begins to name elements in art work (sun, mommy, me, etc.).

•••

100

Developmental Stages Stages in Visual Art

Begins to draw recognizable human figures, plants, and objects.

•••

101

Developmental Stages Stages in Visual Art

Combines symbols to make pictures.

•••••• •

R

102

Developmental Stages Stages in Visual Art

Creates early representative artworks; sky and ground appear.

••••• •

R

103

Developmental Stages Stages in Visual Art

Creates a picture that tells a story.

••••• •

R

104

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Visual Arts

6th

ID #

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Visual Arts

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Visual Arts

Developmental Stages Stages in Visual Art

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Page 8

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence: Ages 3 to 12 Commonly, by the end of the span of age or grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Area

Strand

Visual Arts

Developmental Stages Stages in Visual Art

Draws from an object – still-life.

Developmental Stages Stages in Visual Art

Draws a person – portrait.

Developmental Stages Stages in Visual Art

Visual Arts

Age 3 Age 4 KG 1st 2nd 3rd 4th 5th

Visual Arts

Visual Arts

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106

Draws a landscape using perspective and shading.

••••• •

R

107

Developmental Stages Stages in Visual Art

Combines media and techniques to produce original work.

••••• •

R

108

Photography

Uses digital camera to take photos in classroom.

••••• •

R

109

Begins to explore composition in own photos.

••••• •

R

110

••• •

R

111

•• •

R

112

Visual Arts

Photography

Photography

Art History

Art History

Art History

Photography

Photography

Abstract

Abstract

Abstract

Uses simple software to manipulate images. Uses digital photography and software to manipulate images for own projects. Works with pairing and sorting cards of abstract art.

•••

113

Studies and discusses representative works from abstract period.

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R

Creates work in style of abstract period using similar techniques.

••••• •

R

114

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Photography

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Photography

Photography

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ID #

105

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Visual Arts

6th

R

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Visual Arts

Curriculum Element

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Visual Arts

Lesson/Material

Visual Arts

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Preview of the Revised Montessori Foundation Curriculum Scope and Sequence  
Preview of the Revised Montessori Foundation Curriculum Scope and Sequence  

The Montessori Foundation has recently completed a major revision and expansion of our Montessori Curriculum Scope and Sequence for infants...